Estrategias Didácticas Basadas en Inteligencia Artificial para el Aprendizaje del Inglés: Una Revisión Sistemática de la Producción Bibliográfica 2019-2023

This systematic review article examines the existing literature on artificial intelligence-based teaching strategies for learning English, covering the period from 2019 to 2023. To this end, a qualitative study was conducted, of a documentary nature, with bibliometric and hermeneutic analysis. Five (5) major databases were reviewed: Scopus, Google Scholar, Redalyc, Scielo, and Dialnet, dividing the process into searches in English (Scopus) and in Spanish (Google Scholar, Redalyc, Scielo, and Dialnet). The analysis and exclusion of the collected material allowed for the reduction of the documentary sample to a total of sixteen (16) scientific articles. The hermeneutic analysis revealed that AI tools have the potential to personalize English learning, increase academic motivation, and improve academic performance. It was concluded that the integration of AI teaching strategies in English instruction would be positive and would allow for the transformation and improvement of learning processes, although significant challenges in implementation remain.