A systematic review of innovative methodologies in foreign language pedagogy in the era of artificial intelligence

Abstract

The landscape of foreign language (FL) pedagogy has changed substantially since 2021 through the expansion of generative artificial intelligence (GenAI), immersive virtual reality (iVR), augmented reality (AR), and mobile learning ecologies. This systematic review and thematic synthesis address a specific gap that remains across reviews focused separately on GenAI, VR/AR, CALL, MALL, or AI-enhanced language learning: the lack of a single synthesis that compares how these innovations mediate FL outcomes, learner experience, agency, implementation conditions, and ethical risks across the post-pandemic period. A PRISMA 2020 guided search of the Web of Science Core Collection, last run on January 30, 2026. The evidence was organised into five clusters: Artificial Intelligence and GenAI, Immersive Technologies, Digital and Mobile Ecology, Neurocognitive and Psycholinguistic Dimensions, and Pedagogical Frameworks. GenAI tools were associated with gains in writing accuracy, feedback uptake, and rehearsal opportunities, although benefits were strongest for structural outcomes and more limited for authorial voice and creativity. iVR and AR supported situated interaction, cultural telepresence, and anxiety reduction when tasks were carefully scaffolded. Mobile and ecological designs extended practice beyond classroom time, while neurocognitive studies supplied mechanistic evidence for attention, private speech, and perceptual learning. The quality appraisal indicates that conclusions are strongest for short-term performance and affective outcomes and should be treated more cautiously for long-term transfer, equity, confidentiality, and curriculum-wide implementation. The review is intended to support FL instructors, curriculum developers, teacher educators, researchers, and institutional decision-makers who need evidence-informed guidance on AI literacy, immersive strategy selection, access planning, and assessment transparency. © 2026 The Authors.