The Future of Education

The rapid proliferation of artificial intelligence (AI)–powered chatbots has reshaped English as a Foreign Language (EFL) instruction worldwide, with particularly pronounced uptake across Asian educational contexts. This narrative meta-synthesis integrates empirical evidence from systematic reviews, meta-analyses, and primary studies published between 2018 and 2025 to examine the pedagogical effectiveness, learner experiences, and structural challenges of AI chatbot–assisted English learning in Asian EFL settings. Drawing on approximately 40–50 empirical studies across East Asia, Southeast Asia, and parts of West Asia, the synthesis foregrounds how conversational agents such as ChatGPT, Google Assistant, Alexa, Liulishuo, and EAP Talk influence language proficiency, willingness to communicate (WTC), learner anxiety, and engagement. Quantitative evidence indicates a moderate overall positive effect on language learning outcomes (Hedges’ g ≈ 0.65), with stronger effects associated with longer interventions and adaptive interfaces. Qualitative findings highlight reduced speaking anxiety, increased confidence, and personalized learning trajectories, particularly in face-saving, exam-oriented cultures. However, persistent challenges—accent bias in automatic speech recognition, superficial interactional depth, inequitable access, and limited longitudinal evidence—temper these gains. The article concludes by outlining implications for equitable AI-mediated pedagogy and proposing future research directions to support sustainable, human-centred integration of AI in Asian EFL education.

Keywords: AI chatbots, EFL, Asia, willingness to communicate, narrative meta-synthesis, educational technology, generative AI