https://langedutech.com/letjournal/index.php/let <p>An Academic International Journal</p> <p>Language Education and Technology (LET Journal) publishes high quality research and reviews.</p> Levent Uzun en-US Language Education and Technology 2791-7010 https://langedutech.com/letjournal/index.php/let/article/view/90 <div> <p class="jetolabstract"><span lang="TR">The integration of artificial intelligence (AI) into foreign language education has gained increasing attention, yet research on its application beyond English remains scarce. This systematic review examines the use of AI in French and Spanish foreign language education from 2018 to 2025, analyzing empirical studies conducted in (high) school and higher education settings. Following the PRISMA framework, a total of 14 relevant studies were identified and thematically categorized. The findings highlight that AI applications, particularly chatbots and automated writing tools, are primarily used to enhance writing skills, cultural learning, and critical thinking. While AI offers opportunities for personalized learning, increased engagement, and improved feedback mechanisms, challenges remain, including the risk of uncritical AI reliance, the need for digital competencies among educators and learners, and tensions between human creativity and AI-generated outputs. The review underscores the necessity for further research, particularly qualitative and longitudinal studies, to explore the long-term effects of AI on language acquisition. Future investigations should focus on productive skills, multilingualism, and the application of AI in lower intermediate levels and special needs education. By systematically synthesizing existing research and identifying gaps, this study contributes to a more informed and evidence-based integration of AI into foreign language teaching.</span></p> </div> Johanna Lea Korell Paulina Albrecht Copyright (c) 2025 Johanna Lea Korell, Paulina Albrecht https://creativecommons.org/licenses/by-nc-nd/4.0 2025-04-24 2025-04-24 5 1 https://langedutech.com/letjournal/index.php/let/article/view/84 <p style="font-weight: 400;">Traditional English teaching approaches, which rely on teacher-led feedback, might not meet ESL students' needs in a technology-driven the learning environment. Despite numerous studies on this topic, little is known about how AI tools improve writing proficiency and engagement in university-level ESL students.This study investigates the impact of two AI tools, namely PaperRater and ChatGPT, on students’ writing skills and engagement by thoroughly assessing students’ writing scores in two distinct writing tasks, an engagement scale, and their perceptions of the AI tools. A total of 45 students, divided into three groups (two experimental and one control) participated in the study. Students in the experimental groups received feedback from AI tools while students in the control group received traditional, teacher-led feedback. Students’ scores of pre-tests and post-tests unveiled statistically significant differences, with the control group showing a smaller decrease in the writing scores compared to experimental groups. The engagement scale and semi-structured interviews at the end of the study show that AI tools can complement traditional teaching methods, especially in increasing engagement, but that immediate performance improvements are difficult. This study has significant implications for language teachers and policymakers.</p> Akın Çöp Copyright (c) 2025 Akın Çöp https://creativecommons.org/licenses/by-nc-nd/4.0 2025-02-27 2025-02-27 5 1