Using Chatbots to teach English as a foreign language: A systematic literature review from 2010 to 2023

This study conducts a systematic review of the research on the utilization of chatbots for supporting English as a Foreign Language (EFL) instruction in K-12 and higher education settings from 2010 to 2023. The study adheres to the PRISMA methodology guidelines and searches open access empirical studies in three renowned databases: Web of Science, Scopus, and IEEE Xplore. Ultimately, a total of 42 empirical studies are selected as the research sample library for this comprehensive review. The analysis focuses on four interconnected aspects of chatbot-supported EFL teaching: instructional context, instructional design, technical features, and application effects. The findings unveil current research trends and shed light on the teaching environment surrounding chatbots in EFL instruction. Furthermore, this review highlights the technological affordances offered by chatbots while reporting both their effects and limitations based on existing studies. Finally, new avenues for future research in chatbot-based EFL instruction are proposed.