International Journal of Changes in Education

• Du-Harpur, X., Watt, F. M., Luscombe, N. M., & Lynch, M. D. (2020). What is AI? Applications of artificial intelligence to dermatology. British Journal of Dermatology, 183(3), 423–430.
• Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J. D., Dhariwal, P., ... & Amodei, D. (2020). Language models are few-shot learners. Advances in Neural Information Processing Systems, 33, 1877–1901. https://proceedings.neurips.cc/paper/2020/file/1457c0d6bfcb4967418bfb8ac142f64a-Paper.pdf
• García-Peñalvo, F., & Vázquez-Ingelmo, A. (2023). What do we mean by GenAI? A systematic mapping of the evolution, trends, and techniques involved in generative AI. International Journal of Interactive Multimedia and Artificial Intelligence, 8(4), 7–16. https://doi.org/10.9781/ijimai.2023.07.006
• Soori, M., Arezoo, B., & Dastres, R. (2023). Artificial intelligence, machine learning and deep learning in advanced robotics, a review. Cognitive Robotics, 3, 54–70. https://doi.org/10.1016/j.cogr.2023.04.001
• Sol, K., & Heng, K. (2024). AI-powered chatbots as personalized academic writing assistants for non-native English speakers. In M. A. Peters, & R. Heraud (Eds.), Encyclopedia of educational innovation (pp. 1–5), Springer. https://doi.org/10.1007/978-981-13-2262-4_313-1
• Pang, S., Nol, E., & Heng, K. (2024). ChatGPT-4o for English language teaching and learning: Features, applications, and future prospects. Cambodian Journal of Educational Research, 4(1), 35–56. https://doi.org/10.62037/cjer.2024.04.01.03
• Lin, C. C., Huang, A. Y., & Lu, O. H. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: A systematic review. Smart Learning Environments, 10(1), 41. https://doi.org/10.1186/s40561-023-00260-y
• Mohamed, A. M. (2024). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL Faculty Members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/10.1007/s10639-023-11917-z
• Tang, J., & Foley, J. (2022). A case study on the effectiveness of applying content and language integrated learning in an artificial intelligence English reading course. Arab World English Journal, 13(3), 236–253. https://doi.org/10.24093/awej/vol13no3.15
• Temsah, M. H., Jamal, A., Khalid, A., Temsah, A. A., & Malki, K. H. (2024). OpenAI o1-preview vs. ChatGPT in healthcare: A new frontier in medical AI reasoning. Cureus, 16(10): e70640. https://doi.org/10.7759/cureus.70640
• Solak, E. (2024). Revolutionizing language learning: How ChatGPT and AI are changing the way we learn languages. International Journal of Technology in Education, 7(2), 353–372. https://doi.org/10.46328/ijte.732
• Chen, M., Liu, F., & Lee, Y. H. (2022). My tutor is an AI: The effects of involvement and tutor type on perceived quality, perceived credibility, and use intention. In H. Degen, & S. Ntoa (Eds.), Artificial intelligence in HCI. Springer. https://doi.org/10.1007/978-3-031-05643-7_15
• Graefen, B., & Fazal, N. (2024). From chat bots to virtual tutors: An overview of Chat GPT’s role in the future of education. Archives of Pharmacy Practice, 15(2), 43–52. https://doi.org/10.51847/TOuppjEDSX
• Kang, B. O., Jeon, H. B., & Lee, Y. K. (2024). AI-based language tutoring systems with end-to-end automatic speech recognition and proficiency evaluation. ETRI Journal, 46(1), 48–58. https://doi.org/10.4218/etrij.2023-0322
• Mynott, G. (2016). Personal tutoring: positioning practice in relation to policy. Innovations in Practice, 10(2), 103–112. https://doi.org/10.24377/LJMU.iip.vol10iss2article95
• Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Group, Tutoring Research. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35–51. https://doi.org/10.1016/s1389-0417(99)00005-4
• Nkambou, R., Bourdeau, J., & Mizoguchi, R. (2010). Introduction: What are intelligent tutoring systems, and why this book? In R. Nkambou, J. Bourdeau, & R. Mizoguchi (Eds.), Advances in intelligent tutoring systems. Studies in computational intelligence (pp. 361–375). Springer. https://doi.org/10.1007/978-3-642-14363-2_1
• Koedinger, K. R., & Corbett, A. (2006). Cognitive tutors: Technology bringing learning sciences to the classroom. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 135–168). Cambridge University Press.
• Moybeka, A., Syariatin, N., Tat, D., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444–2454. https://doi.org/10.33487/edumaspul.v7i2.6669
• Harry, A. (2023). Role of AI in education. Interdisciplinary Journal and Humanity, 2(3), 260–268. https://doi.org/10.58631/injurity.v2i3.52
• Li, R. (2020). Using artificial intelligence in learning English as a foreign language: An examination of IELTS Liulishuo as an online platform. Journal of Higher Education Research, 1(2), 85–89. https://doi.org/10.32629/jher.v1i2.178
• Hang, Y., Khan, S., Alharbi, A., & Nazir, S. (2024). Assessing English teaching linguistic and artificial intelligence for efficient learning using analytical hierarchy process and technique for order of preference by similarity to ideal solution. Journal of Software: Evolution and Process, 36(2), e2462. https://doi.org/10.1002/smr.2462
• VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.611369
• Cucchiarini, C., Neri, A., & Strik, H. (2009). Oral proficiency training in Dutch L2: The contribution of ASR-based corrective feedback. Speech Communication, 51(10), 853–863. https://doi.org/10.1016/j.specom.2009.03.003
• Burstein, J., Kukich, K., Wolff, S., Chi, L., & Chodorow, M. (2003). The e-rater scoring engine: Automated essay scoring with natural language processing. In M. D. Shermis, & J. Burstein (Eds.), Automated essay scoring: A cross-disciplinary perspective (pp. 113–121). Routledge.
• McNamara, D. S., Levinstein, I. B., & Boonthum, C. (2004). iSTART: Interactive strategy training for active reading and thinking. Behavior Research Methods, Instruments, & Computers, 36(2), 222–233. https://doi.org/10.3758/bf03195567
• Heilman, M., & Eskenazi, M. (2007). Application of automatic thesaurus extraction for computer generation of vocabulary questions. In Workshop on Speech and Language Teaching in Educationn, 65–68. ISCA Archive. https://doi.org/10.21437/slate.2007-19
• Kumar, R., Rosé, C. P., Wang, Y. C., Joshi, M., & Robinson, A. (2007). Tutorial dialogue as adaptive collaborative learning support. Frontiers in Artificial Intelligence and Applications, 158, 383.
• Muthmainnah, Ibna Seraj, P. M., & Oteir, I. (2022). Playing with AI to investigate human-computer interaction technology and improving critical thinking skills to pursue 21st century age. Education Research International, 2022(1), 1–17. https://doi.org/10.1155/2022/6468995
• Jegede, O. O. (2024). Artificial intelligence and English language learning: Exploring the roles of AI-driven tools in personalizing learning and providing instant feedback. Universal Library of Languages and Literatures, 1(2), 6–19. https://doi.org/10.70315/uloap.ullli.2024.0102002
• Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25(1), 161–182. https://doi.org/10.1007/s10796-022-10291-4
• Arini, D. N., Hidayat, F., Winarti, A., & Rosalina, E. (2022). Artificial intelligence (AI)-based mobile learning in ELT for EFL learners: The implementation and learners’ attitudes. International Journal of Educational Studies in Social Sciences, 2(2), 88–95. https://doi.org/10.53402/ijesss.v2i2.40
• Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
• Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1–14. https://doi.org/10.3389/fpsyg.2023.1261955
• Chen, Y. C. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
• Marzuki, Widiati, U, Rusdin., D, Darwin., & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 1–17. https://doi.org/10.1080/2331186x.2023.2236469
• Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
• Huang, C., Zhang, Z., Mao, B., & Yao, X. (2022). An overview of artificial intelligence ethics. IEEE Transactions on Artificial Intelligence, 4(4), 799–819. https://doi.org/10.1109/TAI.2022.3194503
• Carlson, M., Pack, A., & Escalante, J. (2023). Utilizing OpenAI’s GPT-4 for written feedback. TESOL Journal, 759, e759. https://doi.org/10.1002/tesj.759
• Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners’ speaking skills. Sage Open, 13(3), 21582440231193818. https://doi.org/10.1177/21582440231193818
• Hwang, W. Y., Nurtantyana, R., Purba, S. W. D., Hariyanti, U., Indrihapsari, Y., & Surjono, H. D. (2023). AI and recognition technologies to facilitate English as foreign language writing for supporting personalization and contextualization in authentic contexts. Journal of Educational Computing Research, 61(5), 1008–1035. https://doi.org/10.1177/07356331221137253
• Leacock, C., Gamon, M., Mejia, J. A., & Chodorow, M. (2022). Automated grammatical error detection for language learners. Germany: Springer Nature.
• Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner’s communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
• Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing Assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055. https://doi.org/10.1016/j.caeai.2022.100055
• Sol, K., Heng, K., & Sok, S. (2024). Using AI in English language education: An exploration of Cambodian EFL university students’ experiences, perceptions, and attitudes. SSRN Preprint. https://doi.org/10.2139/ssrn.4687461
• Hidayat, M. T. (2024). Effectiveness of AI-based personalized reading platforms in enhancing reading comprehension. Journal of Learning for Development, 11(1), 115–125. https://doi.org/10.56059/jl4d.v11i1.955
• Kuddus, K. (2022). Artificial intelligence in language learning: Practices and prospects. In A. Mire, S. Malik, & A. K. Tyagi (Eds.), Advanced Analytics and Deep Learning Models (pp. 1–17), Scrivener Publishing. https://doi.org/10.1002/9781119792437.ch1
• Young, J. C., & Shishido, M. (2023). Investigating OpenAI’s ChatGPT potentials in generating chatbot’s dialogue for English as a foreign language learning. International Journal of Advanced Computer Science and Applications, 14(6), 65–72. https://doi.org/10.14569/ijacsa.2023.0140607
• Hidayatullah, E. (2024). Evaluating the effectiveness of Chat-GPT to improve English students’ writing skills. Humanities, Education, Applied Linguistics, and Language Teaching: Conference Series, 1(1), 14–19. https://doi.org/10.36597/heal.v1i1.1467
• Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Investigating artificial intelligence (AI) as a vocabulary learning tool: Students’ perception to use ChatGPT. In Proceeding International Conference on Religion, Science and Education, 561–566.
• Jinming, D. U., & Daniel, B. K. (2024). A systematic review of AI-powered chatbots in EFL speaking practice: Transforming language education. Computers and Education: Artificial Intelligence, 6(2024), 1–12. https://doi.org/10.1016/j.caeai.2024.100230
• Gally, T. (2024). No longer only human: Language in the age of AI. Komaba Journal of English Education, 15, 27–37.
• Koceva, V., Kuzmanovska, D., Vitanova-Ringaceva, A., & Ulanska, T. (2024). Using mythological idiomatic expressions in a foreign language classroom-bridging the past and the present. In INTED2024 18th International Technology, Education and Development Conference, Proceedings, 4351–4357.
• Zheng, Y. D., & Stewart, N. (2024). Improving EFL students’ cultural awareness: Reframing moral dilemmatic stories with ChatGPT. Computers and Education: Artificial Intelligence, 6, 1–13. https://doi.org/10.1016/j.caeai.2024.100223
• Shoukat, W., Rizwan, N., & Khan, M. T. (2025). The role of artificial intelligence (AI) tutors in personalized learning: Benefits and challenges. Journal of Social Signs Review, 3(4), 1–13.
• Perez-Ortiz, M., Dormann, C., Rogers, Y., Bulathwela, S., Kreitmayer, S., Yilmaz, E., ... & Shawe-Taylor, J. (2021). X5learn: A personalised learning companion at the intersection of AI and HCI. In Companion Proceedings of the 26th International Conference on Intelligent User Interfaces, 70–74. https://doi.org/10.1145/3397482.3450721
• Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards Lifelong learning. SSRN Preprint. https://doi.org/10.2139/ssrn.4354422
• Poquet, O., & De Laat, M. (2021). Developing capabilities: Lifelong learning in the age of AI. British Journal of Educational Technology, 52(4), 1695–1708. https://doi.org/10.1111/bjet.13123
• Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. UK: Cambridge University Press.
• Godwin-Jones, R. (2011). Emerging technologies: Autonomous language learning. Language Learning & Technology, 15(3), 4–11. https://doi.org/10.1002/9781405198431.wbeal0365
• Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313.
• Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., ... & Heathcote, L (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41–56. https://doi.org/10.37074/jalt.2023.6.1.29
• Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Cambodian Journal of Educational Research, 3(1), 110–121. https://doi.org/10.62037/cjer.2023.03.01.06
• Bai, L., Liu, X., & Su, J. (2023). ChatGPT: The cognitive effects on learning and memory. Brain-X, 1(3), 1–9. https://doi.org/10.1002/brx2.30
• Imran, M., & Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool: A review of emerging educational technology. Smart Learning Environments, 11(1), 22.
• Rane, N. (2024). Enhancing the quality of teaching and learning through ChatGPT and similar large language models: Challenges, future prospects, and ethical considerations in education. TESOL and Technology Studies, 5(1), 1–6. https://doi.org/10.48185/tts.v5i1.1000
• Saeidnia, H. R. (2023). Welcome to the Gemini era: Google DeepMind and the information industry. Library Hi Tech News. Advance online publication. https://doi.org/10.1108/LHTN-12-2023-0214
• Anh, N. P. D. (2024). Gemini Google: A potential tool for English learning. Journal of Thu Dau Mot University, 6(3), 386–396. https://doi.org/10.37550/tdmu.ejs/2024.03.586
• Davis, R. O. (2024). Korean in-service teachers’ perceptions of implementing artificial intelligence (AI) education for teaching in schools and their AI teacher training programs. International Journal of Information and Education Technology, 14(2), 214–219. https://doi.org/10.18178/ijiet.2024.14.2.2042
• Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5, 1–14. https://doi.org/10.1186/s40862-020-00090-2
• Yuan, R., Liao, W., Wang, Z., Kong, J., & Zhang, Y. (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020. Thinking Skills and Creativity, 43, 101002. https://doi.org/10.1016/j.tsc.2022.101002
• Shetye, S. (2024). An evaluation of Khanmigo, a generative AI tool, as a computer-assisted language learning app. Studies in Applied Linguistics and TESOL, 24(1), 38–53. https://doi.org/10.52214/salt.v24i1.12869
• Kumar, R., Eaton, S. E., Mindzak, M., & Morrison, R. (2023). Academic integrity and artificial intelligence: An overview. In S. E. Eaton (Ed.), Handbook of academic integrity (pp. 1–14). Springer. https://doi.org/10.1007/978-981-287-079-7_153-1
• Van Dis, E. A. M., Bollen, J., Zuidema, W., Van Rooij, R., & Bockting, C. (2023). ChatGPT: Five priorities for research. Nature, 614(7947), 224–226. https://doi.org/10.1038/d41586-023-00288-7
• Monteith, S., Glenn, T., Geddes, J. R., Whybrow, P. C., Achtyes, E., & Bauer, M. (2023). Artificial intelligence and increasing misinformation. The British Journal of Psychiatry, 224(2), 33–35. https://doi.org/10.1192/bjp.2023.136
• Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
• Shen, Y., Heacock, L., Elias, J., Hentel, K., Reig, B., Shih, G., & Moy, L. (2023). ChatGPT and other large language models are double-edged swords. Radiology, 307(2), 1–4. https://doi.org/10.1148/radiol.230163
• Alawida, M., Mejri, S., Mehmood, A., Chikhaoui, B., & Isaac Abiodun, O. (2023). A comprehensive study of ChatGPT: Advancements, limitations, and ethical considerations in natural language processing and cybersecurity. Information, 14(8), 1–23. https://doi.org/10.3390/info14080462
• Xie, Q., Schenck, E. J., Yang, H. S., Chen, Y., Peng, Y., & Wang, F. (2023). Faithful AI in medicine: A systematic review with large language models and beyond. arXiv Preprint: https://doi.org/10.21203/rs.3.rs-3661764/v1
• Else, H. (2023). Abstracts written by ChatGPT fool scientists. Nature, 613(7944), 423–423. https://doi.org/10.1038/d41586-023-00056-7
• Shiri, A. (2023). ChatGPT and academic integrity. Information Matters, 3(2), 1–5. SSRN preprint: http://doi.org/10.2139/ssrn.4360052
• Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0
• Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55(6), 2503–2529. https://doi.org/10.1111/bjet.13460
• Zulkarnain, N. S., & Yunus, M. M. (2023). Primary teachers’ perspectives on using artificial intelligence technology in English as a second language teaching and learning: A systematic review. International Journal of Academic Research in Progressive Education and Development, 12(2), 861–875. http://doi.org/10.6007/IJARPED/v12-i2/17119
• Goldenthal, E., Park, J., Liu, S. X., Mieczkowski, H., & Hancock, J. T. (2021). Not all AI are equal: Exploring the accessibility of AI-mediated communication technology. Computers in Human Behavior, 125, 1–36. https://doi.org/10.1016/j.chb.2021.106975
• Rodrigues, R. (2020). Legal and human rights issues of AI: Gaps, challenges and vulnerabilities. Journal of Responsible Technology, 4, 100005. https://doi.org/10.1016/j.jrt.2020.100005
• Rayhan, S., & Rayhan, A. (2023). The psychological impact of AI: Adapting to a world of smart machines. 1–12. http://doi.org/10.13140/RG.2.2.29902.64329/1
• Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4(4), 99–104. https://doi.org/10.1111/1467-8721.ep10772395
• Shams, R. A., Zowghi, D., & Bano, M. (2025). AI and the quest for diversity and inclusion: A systematic literature review. AI and Ethics, 5, 411–438. https://doi.org/10.1007/s43681-023-00362-w

APA

Pang, S., Nol, E., & Heng, K. (2026). Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns. International Journal of Changes in Education, 3(3), 295-304. https://doi.org/10.47852/bonviewIJCE52023724

Vancouver

Pang S, Nol E, Heng K. Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns. International Journal of Changes in Education. 2026;3(3):295-304. https://doi.org/10.47852/bonviewIJCE52023724

AMA

Pang S, Nol E, Heng K. Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns. International Journal of Changes in Education. 2026;3(3), 295-304. https://doi.org/10.47852/bonviewIJCE52023724

Chicago

Pang, Samarnh, Engheang Nol, and Kimkong Heng. "Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns". International Journal of Changes in Education 2026 3 no. 3 (2026): 295-304. https://doi.org/10.47852/bonviewIJCE52023724

Harvard

Pang, S., Nol, E., and Heng, K. (2026). Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns. International Journal of Changes in Education, 3(3), pp. 295-304. https://doi.org/10.47852/bonviewIJCE52023724

MLA

Pang, Samarnh et al. "Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns". International Journal of Changes in Education, vol. 3, no. 3, 2026, pp. 295-304. https://doi.org/10.47852/bonviewIJCE52023724