Artificial Intelligence and Personalized Learning in ESL: A Systematic Review of Adaptive Material Design and Ethical Considerations

The growing global demand for English proficiency has exposed limitations in traditional English as a Second Language (ESL) instruction, particularly in addressing diverse learner needs. This systematic literature review (SLR) investigates how Artificial Intelligence (AI)-personalized learning platforms enhance ESL learning by adapting materials to learners’ proficiency levels, learning styles, and individual needs. It also explores the ethical considerations involved in implementing AI in ESL contexts. Twenty peer-reviewed publications from major academic databases published between 2014 and 2025 were examined using the PRISMA methodology. In contrast to conventional one-size-fits-all methods, research shows that AI-driven platforms greatly increase student autonomy, engagement, and total language competency by providing personalised learning routes, real-time feedback, and multimodal material. However, challenges such as algorithmic bias, data privacy, equitable access, and the irreplaceable role of educators must be addressed to ensure ethical and inclusive AI integration. This review underscores the transformative potential of AI in ESL education while emphasizing the importance of responsible and equitable implementation.