From Automation to Cognition: Thematic Development of AI-Assisted English Pedagogy, 2019–2025
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In recent years, artificial intelligence has moved from the margins of education to its very core, profoundly reshaping how English is taught and learned. This study offers a descriptive bibliometric overview of research on AI-assisted English language teaching (AI-ELT) based solely on data retrieved from the Scopus database between 2019 and 2025. Rather than relying on external analytic software, the analysis was conducted directly through Scopus’s built-in tools to ensure transparency and reproducibility.
The findings reveal an exceptional surge in academic productivity, especially after 2022, when generative models such as ChatGPT began influencing classroom practice and teacher research alike. Most publications are concentrated in the fields of social sciences and education, followed by computer science and the humanities, confirming the hybrid nature of AI-ELT as both a pedagogical and technological domain. The most active contributors and institutions are clustered in East Asia particularly in Hong Kong, mainland China, Taiwan, and Singapore reflecting the region’s growing leadership in educational AI.
Overall, the results indicate a paradigmatic shift from automation toward cognition and reflection in English pedagogy. AI is increasingly viewed not merely as a tool for efficiency but as a partner in meaning-making, creativity, and learner autonomy. The study concludes that future research should deepen empirical validation, explore teacher AI collaboration, and strengthen ethical frameworks that support human-centered innovation in language education.
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Copyright (c) 2025 Thanh Thuy Tong, Pham Thi Ngoc Thi
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