梳理阿拉伯高校英语教学中AI工具应用现状，提出科学整合建议。
AI tools in Arab University English classrooms: Looking back and forward
- 系统分析11项实证研究，聚焦AI在写作与口语训练中的应用。
- 学生对AI辅助写作与练习态度积极，但高阶写作提升效果有限。
- 建议教师培训与分步引导，防止过度依赖AI工具。
本文旨在整合2023年1月1日至2025年8月31日期间，关于人工智能工具在阿拉伯高校英语作为第二/外语（EL2）教学中应用的实证研究。通过谷歌学术、Web of Science和斯普林格·自然三大数据库，采用PRISMA框架筛选文献，共检索到184项研究，最终11项符合纳入标准。研究发现，EL2学习者对AI在作文起草、修改和练习中的使用持积极态度；表面层面的语言输出改善较明显，而高阶写作质量提升不一致，口语能力提升则呈混合趋势，常依赖教师干预。论文最后提出研究议程与实践指南，倡导分阶段整合策略、教师培训及反思性任务设计，以减少对AI的过度依赖。
原文摘要 · Abstract (English)
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.
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