Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2, 431-440. https://doi.org/10.1007/s43681-021-00096-7

Alberth. (2023). The use of ChatGPT in academic writing: A blessing or a curse in disguise? Teflin Journal, 34(2), 337-352. https://doi.org/10.15639/teflinjournal.v34i2/337-352  

Alharbi, W. (2023). The use and abuse of artificial intelligence-enabled machine translation in the EFL classroom: An exploratory study. Journal of Education and E-Learning Research, 10(4), 689-701. https://doi.org/10.20448/jeelr.v10i4.5091  

Alharthi, S. M. (2024). Siri as an interactive pronunciation coach: its impact on EFL learners. Cogent Education, 11(1), Article 2304245. https://doi.org/10.1080/2331186X.2024.2304245

Ali, M., Siddique, A., Aftab, A., Abid, M. K., & Fuzail, M. (2024). AI-powered customized learning paths: Transforming data administration for students on digital platforms. Journal of Computing and Biomedical Informatics, 6(2), 195-204. https://doi.org/10.56979/602/2024

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16

Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6, Article 100218. https://doi.org/10.1016/j.caeai.2024.100218

Belda-Medina, J., & Kokošková, V. (2023). Integrating chatbots in education: Insights from the Chatbot-Human Interaction Satisfaction Model (CHISM). International Journal of Educational Technology in Higher Education, 20, Article 62. https://doi.org/10.1186/s41239-023-00432-3

Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “One-Size-Fits-All” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362. https://doi.org/10.3102/0091732X18821130

Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24, 2523-2546. https://doi.org/10.1007/s10639-019-09886-3

Chen, X. (2024). The role of artificial intelligence in English language and literature reading management. International Journal of Information and Communication Technology Education, 20(1), 1-16. https://doi.org/10.4018/ijicte.343319

Christiansen, T. W. (2015). The rise of English as the global lingua franca: Is the world heading towards greater monolingualism or new forms of plurilingualism? Lingue Linguaggi, 15, 129-154. https://doi.org/10.1285/i22390359v15p129

Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. Modern Language Journal, 100(S1), 64-80. https://doi.org/10.1111/modl.12302

Cong-Lem, N., Tran, T. N., & Nguyen, T. T. (2024). Academic integrity in the age of generative AI: Perceptions and responses of Vietnamese EFL teachers. Teaching English with Technology, 24(1), 28-47. https://doi.org/10.56297/FSYB3031/MXNB7567

Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55(6), 2503-2529. https://doi.org/10.1111/bjet.13460

De Cremer, D., & Narayanan, D. (2023). How AI tools can—and cannot—help organizations become more ethical. Frontiers in Artificial Intelligence, 6, Article 1093712. https://doi.org/10.3389/frai.2023.1093712

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3, Article 100055. https://doi.org/10.1016/j.caeai.2022.100055

Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., Farxha, S. S., Arf, S. F., & Rahim, R. I. (2023). The role of artificial intelligence technology on English language learning: A literature review. Canadian Journal of Language and Literature Studies, 3(2), 17-31. https://doi.org/10.53103/cjlls.v3i2.87

Godwin-Jones, R. (2024). Distributed agency in second language learning and teaching through generative AI. Language Learning and Technology, 28(2), 5-30. https://hdl.handle.net/10125/73570

Gruetzemacher, R., & Whittlestone, J. (2022). The transformative potential of artificial intelligence. Futures, 135, Article 102884. https://doi.org/10.1016/j.futures.2021.102884

Gültekin Talayhan, Ö., & Babayigit, M. V. (2023). The influence of AI writing tools on the content and organization of students’ writing: A focus on EFL instructors’ perceptions. Journal of Current Debates in Social Sciences, 6(2), 83-93. https://doi.org/10.29228/cudes.71701

Hao, W. J., & Tasir, Z. (2024). Development of a theoretical framework of MOOCS with gamification elements to enhance students’ higher-order thinking skills: A critical review of the literature. Journal of Information Technology Education: Research, 23, Article 20. https://doi.org/10.28945/5338

Hartono, W. J., Nurfitri, N., Ridwan, R., Kase, E. B., Lake, F., & Zebua, R. S. Y. (2023). Artificial Intelligence (AI) solutions in English language teaching: Teachers-students perceptions and experiences. Journal on Education, 6(1), 1452-1461. https://bit.ly/3EfVoCX

Herdina, G. F., & Ningrum, A. S. B. (2023). Teachers’ perceptions and challenges in integrating technology in English reading course: A systematic research review. English Education: Journal of English Teaching and Research, 8(1), 91-101. https://doi.org/10.29407/jetar.v8i1.19133

Huang, F., & Zou, B. (2024). English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness. Computers in Human Behavior, 159, Article 108355. https://doi.org/10.1016/j.chb.2024.108355

Huang, L. (2022). An empirical study of integrating information technology in English teaching in artificial intelligence era. Scientific Programming, 2022(1), Article 6775097. https://doi.org/10.1155/2022/6775097

Ihekweazu, C., Zhou, B., & Adelowo, E. A. (2023). The use of artificial intelligence in academic dishonesty: Ethical considerations. Proceedings of ISCAP Conference, Albuquerque, 9, Article n5957. https://iscap.us/proceedings/2023/pdf/5957.pdf

Jose, J., & Jose, B. J. (2024). Educators’ academic Insights on Artificial intelligence: Challenges and opportunities. The Electronic Journal of e-Learning, 22(2), 59-77. https://doi.org/10.34190/ejel.21.5.3272

Kessler, M., Loewen, S., & Gönülal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2023.2215294

 Kharchenko, N., Shvardak, M., Shelestova, L., & Trubacheva, S. (2024). Analysis of the effectiveness of technology integration (interactive whiteboards, online platforms, etc) in modern education. Brazilian Journal of Education, Technology and Society, 17(1), 65-72. https://doi.org/10.14571/brajets.v17.nse1.65-72

Kim, Y., Lee, M., Kim, D., & Lee, S.-J. (2023). Towards explainable AI writing assistants for non-native English speakers. Proceedings of CHI ’23 Workshop on Intelligent and Interactive Writing Assistants (CHI In2Writing Workshop ’23) (pp. 1-10). arXiv. https://doi.org/10.48550/arXiv.2304.02625

Kinshuk, Chen, N.-S., Cheng, I.-L., & Chew, S. W. (2016). Evolution is not enough: Revolutionizing current learning environments to smart learning environments. International Journal of Artificial Intelligence in Education, 26, 561-581. https://doi.org/10.1007/s40593-016-0108-x

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, Article 100156. https://doi.org/10.1016/j.caeai.2023.100156

Kohnke, L., Zou, D., Moorhouse, B. L., & Moorhouse, B. L. (2024). Technostress and English language teaching in the age of generative AI. Educational Technology and Society, 27(2), 306-320. https://doi.org/10.30191/ETS.202404_27(2).TP02

Lee, D., Huh, Y., Lin, C.-Y., & Reigeluth, C. M. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66, 1269-1302. https://doi.org/10.1007/s11423-018-9615-9

Lee, J. E., & Maeng, U. (2023). Perceptions of high school students on AI chatbots use in English learning: Benefits, concerns, and ethical consideration. Journal of Pan-Pacific Association of Applied Linguistics, 27(2), 53-72. https://doi.org/10.25256/paal.27.2.4

Li, A. (2023). The construction and application of an automatic scoring system for English writing. Procedia Computer Science, 228, 872-881. https://doi.org/10.1016/j.procs.2023.11.115

Mabuan, R. A. (2024). ChatGPT and ELT: Exploring teachers’ voices. International Journal of Technology in Education, 7(1), 128-153. https://doi.org/10.46328/ijte.523

Macias Loor, M. A., Alcivar Solorzano, D. M., & Vera Moreira, A. K. (2024). Integration of artificial intelligence in English teaching. Ciencia Latina. https://doi.org/10.37811/cli_w1046

Maghsudi, S., Lan, A., Xu, J., & van Der Schaar, M. (2021). Personalized education in the artificial intelligence era: What to expect next. IEEE Signal Processing Magazine, 38(3), 37-50. https://doi.org/10.1109/MSP.2021.3055032

Maphoto, K. B., Sevnarayan, K., Mohale, N. E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing students’ academic excellence in distance education: Exploring the potential of generative AI integration to improve academic writing skills. Open Praxis, 16(2), 142-159. https://doi.org/10.55982/openpraxis.16.2.649

Mohammad, T., Nazim, M., Alzubi, A. A. F., & Khan, S. I. (2024). Examining EFL students’ motivation level in using QuillBot to improve paraphrasing skills. World Journal of English Language, 14(1), 501-510. https://doi.org/10.5430/wjel.v14n1p501

Mutammimah, H., Rejeki, S., Kustini, S., & Amelia, R. (2024). Understanding teachers’ perspective toward ChatGPT acceptance in English language teaching. International Journal of Technology in Education, 7(2), 290-307. https://doi.org/10.46328/ijte.656

Obari, H., Lambacher, S., & Kikuchi, H. (2020). The impact of using AI and VR with blended learning on English as a foreign language teaching. In K.-M. Frederiksen, S. Larsen, L. Bradley & S. Thouësny (Eds), CALL for widening participation: short papers from EUROCALL 2020 (pp. 253-258). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.48.1197

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71

Phuong, H. P. X. (2024). Using ChatGPT in English language learning: A study on I.T. students’ attitudes, habits, and perceptions. International Journal of TESOL and Education, 4(1), 55-68. https://doi.org/10.54855/ijte.24414

Polakova, P., & Klimova, B. (2023). Using DeepL translator in learning English as an applied foreign language – An empirical pilot study. Heliyon, 9(8), Article e18595. https://doi.org/10.1016/j.heliyon.2023.e18595

Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant - A case study. Smart Learning Environments, 11, Article 10. https://doi.org/10.1186/s40561-024-00296-8

Rinjeni, T. P., Rakhmawati, N. A., & Nadlifatin, R. (2024). Design of academic gamification model based on Myers-Briggs Type Indicator (MBTI) through pre-experimental design. Journal of Information Technology Education: Research, 23, Article 18. https://doi.org/10.28945/5314

Saaida, M. B. E. (2023). AI-Driven transformations in higher education: Opportunities and challenges. International Journal of Educational Research and Studies, 5(1), 29-36. http://dx.doi.org/10.5281/zenodo.8164414

Salas-Pilco, S. Z., Xiao, K., & Oshima, J. (2022). Artificial intelligence and new technologies in inclusive education for minority students: A systematic review. Sustainability, 14(20), Article 13572. https://doi.org/10.3390/su142013572

Sánchez Calderón, S., & da Cunha Fanego, I. (2023). Developing autonomy in English writing skills: A study on EFL learners’ selection criteria of open access and online self-correction tools. Circulo de Linguistica Aplicada a La Comunicacion, 95, 95-112. https://doi.org/10.5209/clac.84416  

Schmidt, T., & Strasser, T. (2022). Artificial intelligence in foreign language learning and teaching: A CALL for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184. https://doi.org/10.33675/ANGL/2022/1/14

Sharadgah, T. A., & Sa’di, R. A. (2022). A systematic review of research on the use of artificial intelligence in English language teaching and learning (2015-2021): What are the current effects? Journal of Information Technology Education: Research, 21, 337-377. https://doi.org/10.28945/4999

Simbolon, T. N. (2024). Bridging the gap: Language teacher understanding and responsible AI implementation in schools: A case study of English language educators in Kubu Raya. Journal on Education, 6(3), 16057-16068. https://bit.ly/3YbvLdd

Solak, E. (2024). Revolutionizing language learning: How ChatGPT and AI are changing the way we learn languages. International Journal of Technology in Education, 7(2), 353-372. https://doi.org/10.46328/ijte.732

Stornaiuolo, A., Higgs, J., Jawale, O., & Martin, R. M. (2024). Digital writing with AI platforms: The role of fun with/in generative AI. English Teaching: Practice and Critique, 23(1), 83-103. https://doi.org/10.1108/ETPC-08-2023-0103

Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256. https://bit.ly/3Yh76E9

Tai, T.-Y., & Chen, H. H.-J. (2024). The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension. Computer Assisted Language Learning, 37(3), 433-460. https://doi.org/10.1080/09588221.2022.2040536

Tan, K., Pang, T., Fan, C., & Yu, S. (2023, May 5). Towards applying powerful large AI models in classroom teaching: Opportunities, challenges and prospects. arXiv. https://arxiv.org/abs/2305.03433

Tapalova, O., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIED for personalised learning pathways. Electronic Journal of E-Learning, 20(5), 639-653. https://doi.org/10.34190/ejel.20.5.2597

Tseng, Y.-C., & Lin, Y.-H. (2024). Enhancing English as a Foreign Language (EFL) learners’ writing with ChatGPT: A university-level course design. Electronic Journal of E-Learning, 22(2), 78-97. https://doi.org/10.34190/ejel.21.5.3329

Umar. (2024). Advancements in English language teaching: Harnessing the power of artificial intelligence. FLIP Foreign Language Instruction Probe, 3(1), 29-42. https://doi.org/10.54213/flip.v3i1.402

Uzun, L. (2023). ChatGPT and academic integrity concerns: Detecting artificial intelligence generated content. Language Education and Technology, 3(1), 45-54. https://bit.ly/Uzun2023

Van Den Berg, G. (2024). Generative AI and educators: Partnering in using open digital content for transforming education. Open Praxis, 16(2), 130-141. https://doi.org/10.55982/openpraxis.16.2.640

Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning English. AsiaCALL Online Journal, 12(2), 24-40. https://bit.ly/4i1lis3

Viktorivna, K. L., Oleksandrovych, V. A., Oleksandrivna, K. I., & Oleksandrivna, K. N. (2022). Artificial intelligence in language learning: What are we afraid of. Arab World English Journal, (SI8), 262-273. https://doi.org/10.24093/awej/call8.18

Walia, D. N. (2012). Traditional teaching methods vs. CLT: A study. Frontiers of language and teaching, 3(1), 125-131. https://bit.ly/WaliaDN2012

Walsh, B., Dalton, B., Forsyth, S., & Yeh, T. (2024). Literacy and STEM teachers adapt AI ethics curriculum. Proceedings of the AAAI Conference on Artificial Intelligence, 37(13), 16048-16055. https://doi.org/10.1609/aaai.v37i13.26906

Wu, Y. (2023). Integrating generative AI in education: How ChatGPT brings challenges for future learning and teaching. Journal of Advanced Research in Education, 2(4), 6-10. https://doi.org/10.56397/jare.2023.07.02

Yang, Z. (2022). Natural language enhancement for English teaching using character-level recurrent neural network with back propagation neural network-based classification by deep learning architectures. Journal of Universal Computer Science, 28(9), 984-1000. https://doi.org/10.3897/jucs.94162

Zaghlool, Z. D., & Khasawneh, M. A. S. (2023). Incorporating the impacts and limitations of ai-driven feedback, evaluation, and real-time conversation tools in foreign language learning. Migration Letters, 20(7), 1071-1083. https://bit.ly/3FWZL6z

Zhang, X., Sun, J., & Deng, Y. (2023). Design and application of intelligent classroom for English language and literature based on artificial intelligence technology. Applied Artificial Intelligence, 37(1), Article 2216051. https://doi.org/10.1080/08839514.2023.2216051

Zulkarnain, N. S., & Yunus, M. M. (2023). Primary teachers’ perspectives on using artificial intelligence technology in English as a second language teaching and learning: A systematic review. International Journal of Academic Research in Progressive Education and Development, 12(2), 812-825. https://doi.org/10.6007/ijarped/v12-i2/17119