Speakers
Description
This study examines the integration of Artificial Intelligence (AI) into English Language Teaching (ELT) through a comprehensive bibliometric analysis of 3,717 academic documents published between 2020 and early 2026. Using advanced computational methods including Python-based network analysis and visualization techniques, the research maps the intellectual structure and thematic evolution of AI applications in language education. The analysis reveals a dramatic acceleration in research output following the 2022 introduction of Generative AI, with publication volumes increasing from 88 documents in 2020 to 1,802 in 2025. Geographic analysis demonstrates China's dominant position in research production, reflecting strategic national priorities in English as a Foreign Language (EFL) education, followed by significant contributions from the United States, Saudi Arabia, and other Asian nations. Thematic network analysis identifies a fundamental shift from technology-centric to learner-centric research paradigms, with automated feedback, speaking anxiety reduction, and personalized learning emerging as central themes. Skill-specific analysis indicates that writing instruction and conversational practice through AI chatbots represent the most intensive areas of investigation. The findings suggest that contemporary research increasingly positions AI as a pedagogical facilitator rather than a replacement for human instruction, with implications for curriculum design, teacher professional development, and educational policy in developing nations seeking to scale quality English education.
