Using Chatbots as AI Conversational Partners in Language Learning

Despite the global integration of generative artificial intelligence (GenAI) tools in higher education, limited research exists on how demographic factors such as gender and academic level shape their adoption and usage, particularly in language learning contexts outside Western settings. This study aimed to fill this gap by examining the usage patterns, satisfaction levels, and acceptance factors of GenAI tools among English major students in Indonesian higher education. Employing a mixed-methods approach, the research collected data from 277 students using surveys and structured interviews to gauge both quantitative and qualitative aspects of GenAI tool utilization. The results indicate ChatGPT, Google Translate, and Grammarly as the most utilized tools for writing assistance, language learning, and research tasks, with consistent satisfaction across demographics. Performance expectancy emerged as the most influential acceptance factor, followed by effort expectancy and facilitating conditions, while social influence played a moderate role. Qualitative findings reveal students rely on GenAI for grammar refinement, translation accuracy, content exploration, and idea generation, reflecting critical and reflective engagement. Nonetheless, concerns about overreliance and ethical implications accentuate the need for balanced integration. These findings inform tailored educational strategies, emphasizing ethical use and fostering critical thinking in GenAI adoption for English language education.

Artificial General Intelligence (AGI) is set to profoundly impact the traditional upstream geoenergy industry (i.e., geothermal energy, oil and gas industry) by introducing unprecedented efficiencies and innovations. This paper explores AGI's foundational principles and its transformative applications, particularly focusing on the advancements brought about by large language models (LLMs) and extensive computer vision systems in the upstream sectors of the industry. The integration of Artificial Intelligence (AI) has already begun reshaping the upstream geoenergy landscape, offering enhancements in production optimization, downtime reduction, safety improvements, and advancements in exploration and drilling techniques. These technologies streamline logistics, minimize maintenance costs, automate monotonous tasks, refine decision-making processes, foster team collaboration, and amplify profitability through error reduction and actionable insights extraction. Despite these advancements, the deployment of AI technologies faces challenges, including the necessity for skilled professionals for implementation and the limitations of model training on constrained datasets, which affects the models' adaptability across different contexts. The advent of generative AI, exemplified by innovations like ChatGPT and the Segment Anything Model (SAM), heralds a new era of high-density innovation. These developments highlight a shift towards natural language interfaces and domain-knowledge-driven AI, promising more accessible and tailored solutions for the upstream geoenergy industry. This review articulates the vast potential AGI holds for tackling complex operational challenges within the upstream geoenergy industry, requiring near-human levels of intelligence. We discussed the promising applications, the hurdles of large-scale AGI model deployment, and the necessity for domain-specific knowledge in maximizing the benefits of these technologies.

Generative artificial intelligence (GenAI) has received increasing attention from language researchers and educators due to its capability to influence student language performance. Very limited previous meta-analysis studies have examined instructional factors in their analysis, while it deserves great attention. Task-based language teaching (TBLT) is a widely applied language instructional approach. Hence, this systematic review and meta-analysis study adopts TBLT to investigate how these instructional factors (e.g., task-based variables, learner variables) impact student language learning in GenAI contexts. Using the PRISMA guidelines, we collected literature and included 25 empirical studies involving 2,431 participants. The study confirmed the positive influence of GenAI on language learning and identified three moderators—student AI literacy, task planning, and task assessors—that potentially moderate its effectiveness. This finding likely relates to the GenAI tools employed; specifically, ChatGPT—not primarily designed for language learning—was used most frequently. This general-purpose GenAI may require students to understand how AI works, how to plan their tasks, and the necessity of involving teachers as assessors. We suggest teachers should get more involved in language learning with GenAI, and more language learning-specific GenAI should be developed. These suggestions help institutions and teachers to plan their instructions in the AI era.

In today’s evolving world of work, Artificial Intelligence (AI) has emerged not merely as a technological tool but as a catalyst for rethinking how jobs are structured and performed (Bankins et al., 2024; Parker & Grote, 2022). Across diverse job families and organizational contexts, tools like generative AI (GAI) go beyond mere instruments for data analysis or structuring and can adopt increasingly far-reaching roles through rapid progress in generating new graphic or textual content or algorithmic decision making (Ferràs- Hernández, 2018; Walsh et al. 2019). Central to this symposium is the recognition that this changing nature of work due to digitalization, propelled by AI and related tools, calls for a fresh look at established theories of job design and strategies for human resource management. Traditionally, research has illuminated how fostering characteristics like autonomy, skill and task variety, or adequate demands affect employee motivation, satisfaction, and well-being and thereby further organizational outcomes (Oldham & Fried, 2016; Parker et al., 2017). Yet the introduction of AI – particularly generative AI – adds complexity: Who performs which tasks? How are decisions made, and by whom? Which skills remain uniquely human, and which may be augmented or even entirely adopted by AI? Such questions demand a more nuanced and strategic approach to designing work in the future that balances efficiency and innovation with psychological and ethical considerations. The four presentations in this symposium aim to contribute to theory building on how AI affects work in terms of work design, the interplay of employees and AI use, and work outcomes. In particular, they highlight potential risks or unique challenges when working with AI (e.g., in terms of less enriched work, lowered autonomy levels, threats to job identity or risks due to disclosure of use) and path the way for interventions to achieve benefits of such technologies at work. In detail, the empirical studies in this symposium illuminate these issues at three interconnected levels: 1. Task-Level Insights: Two contributions focus on the more granular task characteristics (e.g., autonomy, skill variety) in modern, AI-enhanced work contexts. They demonstrate how AI use influences the allocation of specific tasks when designing work roles and how the perception of task characteristics changes when AI is used in a decision-making task. 2. Job- and Identity-Level: One paper zooms out from individual tasks to jobs as a whole and explores how AI-driven change might disrupt employees’ job identity. This lens demonstrates how task changes cascade into bigger questions of role definition and identity. 3. Organizational Context: Finally, one presentation adopts the broadest perspective and investigates managerial and organizational factors that might shape employees’ willingness to disclose and ethically integrate AI tools. Taken together, these presentations point toward a future in which AI’s transformative potential hinges on thoughtful coordination across tasks, roles, and organizational systems. By combining established frameworks with new insights drawn from (quantitative and qualitative) surveys and experiments conducted in Germany, Austria, the United States, the United Kingdom, and Australia, these contributions illustrate how AI can enrich, rather than diminish, work and thereby strengthen human-centered organizations. By focusing on variables at different levels, the studies path the way for applications in practice, emphasizing the importance of individual approaches (e.g., training for job design, supporting self-efficacy), or on the organizational level (e.g., aligning HR practices, develop clear and supportive organizational policies and guidelines for the use of AI at work). Investigating the Influence of Work Design Perspective and AI Integration on Enriched Job Design Author: Tanja Bipp; Heidelberg University Author: Thea Ebert; Aalen University Collaborative Intelligence: Integrating Generative AI in Knowledge Work and its Impact on Job Design Author: Sabina Hodzic; University of Graz Author: Simon Grob; University of Graz Author: Bettina Kubicek; University of Graz Job Identity as Starting Point for SHRM in AI-Driven Organizational Change Author: Sophie Berretta; Ruhr University Bochum Author: Annette Kluge; Ruhr University Bochum Silent Adoption: Understanding the Drivers of Non-Disclosure of Generative AI Tools by Employees Author: Fangfang Zhang; Curtin University - Perth

With the advancement of artificial intelligence (AI) and the Internet of Things (IoT), smart clothing, which has enormous growth potential, has developed to suit consumers' individualized demands in various areas. This paper aims to construct a model that integrates that technology acceptance model (TAM) and functionality-expressiveness-aesthetics (FEA) model to explore the key factors influencing consumers' smart clothing purchase intentions (PIs). Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the data, complemented by fuzzy-set qualitative comparative analysis (fsQCA). The PLS-SEM results identified that the characteristics of functionality (FUN), expressiveness (EXP), and aesthetics (AES) positively and significantly affect perceived ease of use (PEOU), and only EXP affects perceived usefulness (PU). PU and PEOU positively impact consumers' attitudes (ATTs). Subsequently, PU and consumers' ATTs positively influence PIs. fsQCA revealed the nonlinear and complex interaction effects of the factors influencing consumers' smart clothing purchase behaviors and uncovered five necessary and six sufficient conditions for consumers' PIs. This paper furthers theoretical understanding by integrating the FEA model into the TAM. Additionally, on a practical level, it provides significant insights into consumers' intentions to purchase smart clothing. These findings serve as valuable tools for corporations and designers in strategizing the design and promotion of smart clothing. The results validate theoretical conceptions about smart clothing PIs and provide useful insights and marketing suggestions for smart clothing implementation and development. Moreover, this study is the first to explain smart clothing PIs using symmetric (PLS-SEM) and asymmetric (fsQCA) methods.

Generative AI (GenAI) is an enhanced fragment of Artificial Intelligence (AI). The emergence of GenAI has engendered numerous impacts on many sectors, including the English language learning and education industry. Motivation, one of the key aspects in language learning, has inspired many scholars as a subject of discussion within language education and second language learning and acquisition. This research sought to determine the correlation between GenAI and EFL Indonesian learners’ perceptions of using GenAI to motivate them in writing. An open-ended and close-ended questionnaire was used to collect quantitative and qualitative data from 30 Indonesian EFL undergraduate students through purposive sampling. The other group of 32 Indonesian EFL undergraduate students participated in the pilot study to test the credibility and validity of research instruments. The result suggests a moderate positive correlation between EFL undergraduate motivation in writing and GenAI’s usage. Qualitative data analysis also demonstrated students’ positive perceptions of using GenAI technology in writing. They found it resourceful for boosting motivation, delivering immediate and personalized feedback, and encouraging self-directed learning. These findings indicate that integrating GenAI into language learning classes, particularly writing, can moderately enhance students' motivation and engagement, thus improving their overall writing skills. The primary limitation stemmed from the small scale and targeted group of participants. Future scholars and researchers are encouraged to explore the influence of a specific GenAI-driven app (e.g., Google Gemini), on another language's core skills, such as speaking or listening, throughout different educational environments and student demographics.

Generative Artificial Intelligence (AI), characterized by its ability to generate diverse forms of content including text, images, video and audio, has revolutionized many fields, including medical education. Generative AI leverages machine learning to create diverse content, enabling personalized learning, enhancing resource accessibility, and facilitating interactive case studies. This narrative review explores the integration of generative artificial intelligence (AI) into orthopedic education and training, highlighting its potential, current challenges, and future trajectory. A review of recent literature was conducted to evaluate the current applications, identify potential benefits, and outline limitations of integrating generative AI in orthopedic education. Key findings indicate that generative AI holds substantial promise in enhancing orthopedic training through its various applications such as providing real-time explanations, adaptive learning materials tailored to individual student’s specific needs, and immersive virtual simulations. However, despite its potential, the integration of generative AI into orthopedic education faces significant issues such as accuracy, bias, inconsistent outputs, ethical and regulatory concerns and the critical need for human oversight. Although generative AI models such as ChatGPT and others have shown impressive capabilities, their current performance on orthopedic exams remains suboptimal, highlighting the need for further development to match the complexity of clinical reasoning and knowledge application. Future research should focus on addressing these challenges through ongoing research, optimizing generative AI models for medical content, exploring best practices for ethical AI usage, curriculum integration and evaluating the long-term impact of these technologies on learning outcomes. By expanding AI’s knowledge base, refining its ability to interpret clinical images, and ensuring reliable, unbiased outputs, generative AI holds the potential to revolutionize orthopedic education. This work aims to provides a framework for incorporating generative AI into orthopedic curricula to create a more effective, engaging, and adaptive learning environment for future orthopedic practitioners.

<sec><title>Objective</title> As urban design faces increasing demands for contextual responsiveness, iterative optimization, and data-informed reasoning, integrating artificial intelligence into the design process has gained renewed relevance. Among emerging technologies, generative artificial intelligence (GAI) shows strong potential for automating content creation and simulating spatial configurations. This research provides a comprehensive review of recent developments in the application of GAI to urban design. The research identifies representative technical pathways, their respective intervention stages, and the functional mechanisms by which generative models are reshaping the design workflow. This research presents a structured, theory-informed synthesis of how different generative models contribute to tasks such as intention modeling, spatial reasoning, and performance-driven design. Building on design thinking and a descriptive lens informed by the technology acceptance model (TAM), the research examines how model type, data modality, and task characteristics affect GAI’s functional role, usability, and acceptance. Particular attention is given to mapping deployment forms, from isolated tools to coordinated multi-model workflows, and to characterizing cross-cutting challenges of controllability, transparency, and contextual adaptability in urban design settings. </sec><sec><title>Methods</title> Following the PRISMA protocol, the research conducts a multi-stage literature review combining automated search and expert screening. A total of 125 peer-reviewed articles and high-impact preprints are selected from Web of Science, CNKI, arXiv, and selected industry sources, covering the period from 2014 to July 2025. Search terms such as “generative AI”, “AIGC”, “GAN”, “diffusion model”, “variational autoencoder”, “autoregressive model”, “large language model”, and urban-related keywords are used in various combinations. Based on the collected literature, four types of generative models are summarized as image-driven, language-driven, structure-driven, and feedback-optimized models, according to their application characteristics in urban design tasks. These types are aligned with four stages of the design process: preliminary analysis, scheme generation, evaluation and decision-making, and outcome expression. On this basis, a two-dimensional framework to examine how different GAI pathways intervene across tasks is formed. To refine the mapping, each design stage is further broken down into three representative sub-tasks. Preliminary analysis includes public demand analysis, urban data enhancement, case/task framing, and spatial element recognition. Scheme generation covers design intention modeling, spatial layout generation, and 3D form construction. The evaluation and decision-making stage includes multi-objective optimization, scheme evaluation, and scenario prediction. The final expression stage involves textual documentation, 2D representation, and visual rendering. A quantitative analysis is also conducted to show the distribution of model types over design stages, identify common combinations, and trace the evolution of research focus over time. TAM informs a descriptive synthesis of perceived usefulness (PU) and perceived ease of use (PEU) across model types to illuminate adoption patterns. </sec><sec><title>Results</title> The findings reveal that GAI models are increasingly integrated into urban design workflows but exhibit uneven adoption across task types and modalities. Image-driven models dominate in both early-stage analysis and final visual representation due to their high interpretability, usability, and compatibility with existing design practices. Language-driven models are commonly used in public demand analysis, participatory planning, and scenario scripting, enabled by the rise of large language models (LLMs) such as ChatGPT and DeepSeek. Structure-driven models, though less prevalent, show promise in generating street networks, land-parcel layouts, and spatial typologies using graph-based logic. Feedback-optimized models, which rely on reinforcement learning, evolutionary algorithms, and performance simulation are the least adopted, but demonstrate strong potential in multi-objective optimization and iterative decision-making. Recent research indicates an increasing use of multi-model workflows, such as text-to-image pipelines integrated with urban simulation or feedback loops. While GAI applications increasingly support design iteration, their adoption is heavily influenced by the controllability, explainability, and contextual adaptability of models. PU and PEU vary significantly by model type, with image-driven models rated highest and structure-driven and feedback-optimized models facing usability challenges due to complexity and low transparency. </sec><sec><title>Conclusion</title> Although GAI has demonstrated broad applicability across the urban design process, current implementations are largely procedural and auxiliary in nature. Most models recombine existing inputs rather than construct original logic, and few possess autonomous reasoning or normative awareness. This limits their role to content augmentation rather than conceptual guidance in design development. Moreover, issues such as opaque decision logic, lack of domain-specific knowledge embedding, and poor adaptability to local planning norms hinder practical adoption. Addressing these challenges requires multi-level efforts: 1) Construct structured, regionally grounded urban design datasets; 2) improve model interpretability, controllability, and responsiveness to professional input; and 3) develop modular, multi-model systems that support seamless interaction across design stages. Human – AI collaboration mechanisms — especially those based on iterative prompts and semantic feedback-must be enhanced to enable AI not just as a tool, but as an active design partner. This review offers a comprehensive reference for scholars and practitioners seeking to understand how GAI is reshaping the logic, structure, and agency of urban design. </sec>

This study examines the perceptions of pre-service teachers (PSTs) and in-service teachers (ISTs) towards artificial intelligence (AI) in foreign language education, focusing on its inherent linguistic biases and its integration into teaching practices. A mixed-methods approach was employed, combining survey data from 271 participants at the primary and secondary school levels across Germany, Spain, and Türkiye with qualitative thematic analysis. t-Tests, U-tests, Shapiro–Wilk tests, and Levene tests were employed in the quantitative analysis. The findings suggest that both PSTs and ISTs demonstrate moderate awareness of the potential of AI to perpetuate standard language ideologies, with ISTs exhibiting greater sensitivity to the limitations of strict language norms. Low familiarity with AI in both groups underscores the need for targeted training programmes and continuous professional development. While both groups expressed positive attitudes towards AI integration, differing pedagogical priorities emerged: PSTs focused on the use of AI for resource development, whereas ISTs emphasised enhanced student engagement. This study strongly advocates for AI literacy training tailored to language educators, promoting a plurilithic approach to AI design and implementation. It also calls for teacher education programmes to incorporate discussions on language ideologies within AI integration to foster inclusive and equitable teaching practices.

In recent years, generative artificial intelligence (AI) has emerged as a transformative technology with the potential to revolutionize collaborative learning experiences. This study investigates the role of generative AI in facilitating innovative collaboration among Saudi university students engaged in group projects within digital learning environments. As higher education institutions increasingly adopt digital tools and platforms, understanding how generative AI can enhance creativity, teamwork, and overall learning outcomes becomes paramount.Utilizing a mixed-methods approach, this research employs a comprehensive questionnaire distributed to a diverse sample of Saudi university students. The questionnaire is designed to assess participants’ experiences with generative AI tools, their perceptions of these tools' effectiveness in enhancing collaboration, and the impact on their creativity and problem-solving abilities during group projects. The survey includes both closed-ended questions for quantitative analysis and open-ended questions for qualitative insights, allowing for a nuanced exploration of the role of generative AI in educational settings.The findings reveal that a significant majority of participants (approximately 78%) reported that generative AI tools, such as AI-driven brainstorming applications and collaborative writing platforms, have had a positive influence on their group project experiences. Students highlighted that these tools fostered a more inclusive environment, enabling team members to contribute ideas more freely and creatively. Moreover, 65% of respondents noted improved communication and coordination among team members, attributing this enhancement to the real-time collaborative features provided by generative AI tools.Additionally, qualitative feedback from open-ended questions indicated that students appreciated the ability of generative AI to generate diverse perspectives and ideas, which enriched the brainstorming process and led to more innovative project outcomes. Participants expressed that the use of AI tools reduced the cognitive load associated with project management, allowing them to focus more on creative problem-solving and critical thinking. However, some concerns were raised regarding the potential for over-reliance on AI-generated content, emphasizing the need for a balanced approach that combines human creativity with AI assistance.This study contributes to the growing body of literature on the integration of artificial intelligence in education, particularly in the context of collaborative learning. The implications of these findings suggest that incorporating generative AI tools into the curriculum can significantly enhance the collaborative capabilities of Saudi university students, fostering a culture of innovation and creativity in digital learning environments. As educational institutions continue to navigate the complexities of digital transformation, understanding the potential of generative AI as a catalyst for collaboration will be essential for fostering effective and engaging learning experiences.In conclusion, this research highlights the transformative potential of generative AI in enhancing group projects among Saudi students, offering valuable insights for educators and policymakers aiming to leverage technology for improved collaborative learning outcomes.

Background. In the context of the continuous shifts in the modern labour market and the escalating competitiveness among students of maritime specialties, there is an increasing demand for the training of highly qualified specialists in the maritime industry, who are able to interact effectively with international partners at a professional level. In this respect, the use of generative artificial intelligence (AI) to improve foreign language teaching methods for students of maritime subjects is especially relevant. This is fully justified under the conditions of globalisation and the digital transformation of the educational sphere. Purpose. The purpose is to determine the effectiveness of generative AI application in the process of building foreign language professional communicative competence of maritime students by modelling realistic scenarios of job interviews in shipping companies. Materials and methods. The present study adopted a comprehensive approach, integrating theoretical and empirical methods of analysis. The theoretical basis was established through a comprehensive review of normative and educational documents, with the aim of identifying the fundamental requirements for the educational process. This was complemented by a thorough examination of scientific and educational literature, as well as methodological literature, on the application of AI in education and linguodidactics, thus enabling the identification of current trends and the potential of technologies for teaching maritime students. The empirical element of the study involved modelling, describing and analysing professional interview scenarios using generative AI models, the observation of students' learning activities, and the conduction of interviews to obtain feedback on the perception and effectiveness of the new techniques. Results. The research yielded an innovative methodology for training students of maritime specialities at Sevastopol State University for professional interviews in international shipping companies. The developed three-stage training model, combining the creation of a database of questions, simulation of interviews using generative (AI) and practising skills through business games, demonstrated high efficiency in the formation of both linguistic and professional competences of students, in addition to soft skills deemed integral for a successful career in the maritime industry. The integration of generative AI within the training framework of maritime students has been found to expand the scope of opportunities for effective preparation for professional interviewing. The implementation of this methodology has been identified as a significant contributor to the modernisation of the educational process, rendering it more personalised, effective and aligned with the precise requirements of the contemporary labour market.

In recent years, the integration of Artificial Intelligence (AI) in teaching English as a Second Language (ESL) and English as a Foreign Language (EFL) learners have significantly transformed the approaches to English language learning, especially in the teaching and learning of writing skills. Writing is known as a fundamental component of language proficiency. Hence, technological advancements offer innovative methods to address the persistent challenges often faced by these learners in acquiring writing proficiency. This systematic literature review investigates the impact of AI-powered tools on the improvement of writing skills in second English language learners, such as ESL and EFL learners. Following the PRISMA guidelines, the review synthesises findings from 31 studies published between the year of 2021 and 2025, identifying prevalent AI tools and analysing their effectiveness in enhancing learners’ writing skills. Despite traditional instructional methods, persistent challenges in grammatical accuracy, limited vocabulary, and poor organization hinder effective expression among ESL/EFL learners, thereby necessitating the exploration of effective technological aids. The growing reliance on AI for educational support, especially among language learners, raises the need to examine how these tools are applied and what outcomes they generate. The review revealed a range of efficacious AI tools, notably ChatGPT, Grammarly, Quillbot, Gemini and a variety of other AI tools. Next, the review also underscored the significant potential of AI tools to positively impact writing skills such as accuracy in grammar and mechanics, vocabulary and style development, feedback and revision processes and narrative writing abilities. Thus, the findings of this systematic literature review provide evidence-based insights for educators and researchers regarding AI integration to enhance writing skills among ESL/EFL learners.

The advent of Artificial Intelligence (AI) has revolutionized various domains, and Content Management Systems (CMS) are no exception. Traditional CMS workflows, often reliant on manual processes, have struggled to keep up with the growing demands for scalability, speed, and personalization in managing digital content. AI - powered CMS address these challenges by introducing automation, enhancing efficiency, and delivering personalized user experiences. Through the integration of AI technologies such as Natural Language Processing (NLP), Machine Learning (ML), and Computer Vision, modern CMS have evolved into intelligent platforms capable of automating workflows, optimizing content delivery, and driving data - driven decision - making. This paper explores the transformative potential of AI in CMS, focusing on its applications in workflow automation and user experience enhancement. AI enables the automation of repetitive tasks like content tagging, categorization, and scheduling, significantly reducing manual effort and human error. At the same time, it enhances user engagement by offering personalized content recommendations, optimizing search functionalities, and dynamically adapting content to user contexts. These advancements allow businesses to manage content more effectively and cater to diverse audience needs in real time. However, the integration of AI into CMS is not without challenges. Issues such as data privacy concerns, bias in AI models, and the complexity of integrating AI into legacy systems remain significant barriers. This paper addresses these challenges and proposes actionable recommendations, including the development of explainable AI systems, robust data security frameworks, and scalable architectures that accommodate diverse business needs. As businesses increasingly adopt AI - powered CMS, their potential to transform content management is undeniable. These systems not only streamline workflows and improve operational efficiency but also empower organizations to deliver meaningful and personalized experiences to users. By addressing current challenges and advancing AI technologies, the future of content management will be defined by intelligent, adaptive, and user - centric platforms that bridge the gap between technology and human creativity. This comprehensive review highlights the opportunities and challenges of leveraging AI in CMS and underscores the importance of continued research and innovation to fully realize its potential. AI - powered CMS are not merely tools for managing content but catalysts for digital transformation, enabling organizations to thrive in an increasingly dynamic digital landscape.

Purpose Generative Artificial Intelligence (AI), gamification, and digital literacy have transformed higher education by enhancing student engagement, personalizing learning, and fostering digital competencies. This study investigated the impact of three dimensions of Generative AI—knowledge, willingness, and concerns—on students’ perceptions of learning and academic performance in Saudi Arabia. It also explores the roles of gamification and digital literacy. Both Gamification and digital literacy moderate the relationship between Generative AI and educational outcomes, whereas digital literacy affects the association between AI factors and students' perceptions of learning and performance. Design/methodology/approach A quantitative research design was adopted to collect data from 550 postgraduate students across various Saudi universities and disciplines. This cohort was chosen because of its heightened capacity to engage critically with advanced educational technologies. Employing two analytical approaches, the measurement model (validity and reliability) and structural equation modelling (hypothesis testing), statistical analysis was used to assess the relationships. Findings The results demonstrated that all the proposed relationships were significant. Knowledge, willingness, and concerns regarding generative AI were positively related to both PLE and PAP (H1: β = 0.328, p = 0.000), (H2: β = 0.192, p = 0.001), (H3: β = 0.294, p = 0.000), (H4: β = 0.149, p = 0.002). (H5: β = 0.138, p = 0.003) respectively. In addition, gamification and digital literacy exhibited significant moderating effects, as indicated in the results section, amplifying the positive impact of AI integration on students’ academic perceptions and outcomes. Originality/value This study provides empirical evidence of the interplay between Generative AI, gamification, and digital literacy in higher education, delivering practical insights for policymakers, educators, and technology developers. This underscores the importance of digital literacy training programs and policies promoting responsible, gamified AI integration, enhancing effective and inclusive learning environments in Saudi Arabia and beyond.

As generative artificial intelligence (AI) tools and large language models (LLMs)-powered applications develop rapidly in the era of algorithms, it should be integrated thoughtfully to enhance English as a Foreign Language (EFL) teaching and learning without replacing learners’ critical thinking (CT). This study systematically analyzes the impact of generative AI tools and LLMs on language learners’ CT in EFL education using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to identify, evaluate, and synthesize relevant studies from 2022 to 2025. A thorough review of 15 selected studies focuses on generative AI tools and LLMs’ dual nature, research methods, main focuses, theory and models, limitations and challenges, and future directions in the field based on Web of Science (WoS), SCOPUS, ERIC, ProQuest, and Google Scholar. The findings identified generative AI tools and LLMs possessed both the potential to nurture and the risk of hindering CT in EFL education. 66.67% of studies reported generative AI tools and LLMs’ positive role in CT, while 33.33% of studies reported its negative role in CT. Furthermore, 3 types of research methods, 3 key themes of research focus, and 4 groups of theoretical perspectives were examined. However, 4 kinds of limitations in this field remain, including research scope, user dependency, generative AI reliability, and pedagogical integration. Future research can focus on assessing long-term effects, broadening research scope, promoting responsible AI use, and refining pedagogical strategies. Finally, Limitations, implications and future direction of this study were discussed.