Beyond the blackboard: exploring AI-driven transformations in EFL pedagogy

Fabián García Sarasty

doi:10.22490/28057597.10018

Vol. 5 No. 2 (2025)

Published 2026-02-25

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Artículo de revisión

Beyond the blackboard: exploring AI-driven transformations in EFL pedagogy

DOI: https://doi.org/10.22490/28057597.10018

Fabián García-Sarasty Universidad Metropolitana de Educación, Ciencia y Tecnología (UMECIT), Panamá

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Abstract
References

This paper examines how Artificial Intelligence (AI) is being integrated into EFL teaching, offering insights into its educational implications and contributing to the broader conversation on AI in Education (AIEd). This review synthesizes findings from 30 peer-reviewed studies published between 2020 and 2025. Drawing from empirical research and theoretical frameworks, this study identifies key pedagogical transformations driven by AI, particularly in enhancing learner engagement, motivation, and personalized instruction. The analysis adopts a critical and equity-oriented stance, highlighting underexplored issues such as algorithmic bias, unequal access to digital infrastructure, and the diminishing professional agency of teachers. The review also interrogates the cognitive and ethical implications of AI use, including concerns about over-reliance on automated tools and erosion of academic integrity. Despite its contributions, the study is limited by its focus on English-language sources and the lack of longitudinal data in the reviewed literature. These constraints underscore the need for future research that is culturally responsive, context-sensitive, and grounded in interdisciplinary collaboration. The review offers a forward-looking synthesis, advocating for reflective, ethically guided implementation of AI in language education to promote both innovation and educational equity.

keywords: Artificial Intelligence (AI), , cognition, information society, innovation, teaching practice

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How to Cite

García Sarasty, F. (2026). Beyond the blackboard: exploring AI-driven transformations in EFL pedagogy. EducAcción Sentipensante, 5(2), 97-113. https://doi.org/10.22490/28057597.10018

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