# AI tools in Arab University English classrooms: Looking back and forward

arXiv: https://arxiv.org/abs/2607.05403 · HTML: https://mlsanity.com/paper/2607.05403/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 2 of its 51 references that are in the map.
- First posted on arXiv 8 Jun 2026.

## Builds on (most cited first, 2 of 2)

- [What fifty-one years of Linguistics and Artificial Intelligence research tell us about their correlation: A scientometric analysis](https://mlsanity.com/paper/2411.19858/) (2024)
- [Non-native speakers of English or ChatGPT: Who thinks better?](https://mlsanity.com/paper/2412.00457/) (2024)

## Abstract (arXiv)

This paper aims to synthesize empirical research on AI tools used to support English as a second/foreign language (EL2) learners in Arab University classrooms (AUCs) between Jan 1st 2023 and Aug 31st 2025. We utilized 3 large datasets, namely Google Scholar, Web of Science, and Scopus as the data sources. Using PRISMA-guided searches across these well-known databases, we included only published articles. The search process results in 184 studies, but only 11 studies met the inclusion criteria. Findings unveil that EL2 learners have positive attitudes towards AI for drafting, revision, and practice. Empirical gains were most consistent for surface-level outcomes improvements in higher-order writing quality and speaking proficiency was mixed and often contingent on teacher mediation. The paper concludes by proposing a research agenda and practical guidelines for Arab universities seeking evidence-based AI integration in EL2 instruction. It also recommends scaffolded integration, teacher training, reflective tasks to reduce over-reliance on AI tools.