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Abstract
Artificial Intelligence in education has shown potential for AI-driven chatbots to facilitate personalized English as a Foreign Language (EFL) learning. The present review explores the applications, outcomes, and?challenges of chatbot integration in EFL instruction. In line with PRISMA, a systematic search was performed in Scopus, ERIC, and Google Scholar, using the following keywords: EFL, chatbots, and?personalization. Thematic clusters addressed chatbots?applications, usage impact on language skills training, teaching protocols, and implementation challenges. Findings were synthesized using qualitative synthesis and descriptive analysis and are reported in narrative format, supplemented by tables and figures. The study aims to contribute to EFL research by identifying best practices and guidelines for educators to help them embrace the challenges they face and inform policymakers on EFL and how AI can support students. These insights intend to promote personalized language learning?and improve the quality of EFL education worldwide. It can be argued that the outcomes and challenges can be further investigated in the future in terms of their potential effects on linguistic skill development and potential pedagogical actions shaped with cultural context.
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