Educational Personalisation in the Linguistic Field through Generative Artificial Intelligence and Chatbots

A Systematic Review

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DOI:

https://doi.org/10.62701/revedu.v13.5520

Keywords:

Artificial Intelligence, Feedback, Learning, Student adjustment, Teacher educator training

Abstract

This study presents a systematic review (2020–2025) on the personalisation of language learning through generative artificial intelligence and chatbots. It analyses technologies such as chatbots and language models (e.g., ChatGPT) in adapting content, levels, and teaching styles to individual learners. Using the PRISMA 2020 protocol, studies were selected from Scopus, Dialnet, and ERIC. The findings show improvements in motivation, autonomy, and linguistic skills (writing, reading comprehension, and speaking). Automated feedback supports self-regulated learning. However, ethical challenges, the need for specialised teacher training, and the risk of technological dependency are identified. A gradual, critical integration guided by ethical principles is recommended.

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Published

03-02-2026

How to Cite

Peña-Acuña, B. (2026). Educational Personalisation in the Linguistic Field through Generative Artificial Intelligence and Chatbots : A Systematic Review . EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 13(2), 109–123. https://doi.org/10.62701/revedu.v13.5520

Issue

Vol. 13 No. 2 (2025)

Section

Research articles

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