Artificial Intelligence in EFL Education: A Critical Review of Risks Based on the Four Dimensions of English Core Competencies in China
DOI:
https://doi.org/10.54097/r9pd4524Keywords:
Generative AI; EFL education; English core competencies; educational risks.Abstract
The widespread adoption of generative AI in language education brings benefits but also significant risks. Yet existing reviews largely address these risks within general education frameworks, lacking discipline specific analysis. This paper systematically examines AI risks in EFL education through China's four-dimensional English core competencies: language competence, cultural awareness, learning ability, and thinking quality. The analysis reveals four educational risk categories: imbalanced skill development and output homogenization in language competence; Western-centric biases and cultural recolonization risks in cultural awareness; undermined learner autonomy and self-regulation in learning ability; and inhibited critical thinking and creativity in thinking quality. By shifting from general educational ethics to EFL specific concerns, this paper offers a discipline sensitive framework for risk identification and a theoretical foundation for future empirical research.
Downloads
References
[1] Alkamel, M. A. A., & Alwagieh, N. A. S. (2024). Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students. Social Sciences & Humanities Open, 10, 101095. https://doi.org/10.1016/j.ssaho.2024.101095 DOI: https://doi.org/10.1016/j.ssaho.2024.101095
[2] Teng, M. F. (2024). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3), 36–57. https://doi.org/10.58304/ijts.20240304 DOI: https://doi.org/10.58304/ijts.20240304
[3] Shemesh, H. (2023). The ultimate guide for using ChatGPT for English learning. The Accent’s Way Magazine.
[4] Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. DOI: https://doi.org/10.30935/cedtech/13605
[5] Pan, M., Lai, C., & Guo, K. (2025). Effects of GenAI-empowered interactive support on university EFL students’ self-regulated strategy use and engagement in reading. The Internet and Higher Education, 65, 100991. DOI: https://doi.org/10.1016/j.iheduc.2024.100991
[6] Chen, A., Jia, J., Li, Y., & Fu, L. (2025). Investigating the effect of role-play activity with GenAI agent on EFL students’ speaking performance. Journal of Educational Computing Research, 63(1), 99–125. DOI: https://doi.org/10.1177/07356331241299058
[7] Garzón, J., Patiño, E., & Marulanda, C. (2025). Systematic review of artificial intelligence in education: Trends, benefits, and challenges. Multimodal Technologies and Interaction, 9(8), 84. DOI: https://doi.org/10.3390/mti9080084
[8] Pikhart, M., & Al-Obaydi, L. H. (2025). Reporting the potential risk of using AI in higher Education: Subjective perspectives of educators. Computers in Human Behavior Reports, 18, 100693. https://doi.org/10.1016/j.chbr.2025.100693 DOI: https://doi.org/10.1016/j.chbr.2025.100693
[9] Tao, S., Lan, M., Wang, M., & Li, H. (2026). Potential risks of generative artificial intelligence integration into K-12 education: A scoping review. Computers and Education: Artificial Intelligence, 10, 100561. https://doi.org/10.1016/j.caeai.2026.100561 DOI: https://doi.org/10.1016/j.caeai.2026.100561
[10] Zhu, H., Sun, Y., & Yang, J. (2025). Towards responsible artificial intelligence in education: A systematic review on identifying and mitigating ethical risks. Humanities and Social Sciences Communications, 12(1), 1–14. DOI: https://doi.org/10.1057/s41599-025-05252-6
[11] MOE of China. (2020). General high school English curriculum standards (2017 edition revised in 2020). People’s Education Press.
[12] Annamalai, N., Ab Rashid, R., Hashmi, U. M., Mohamed, M., Alqaryouti, M. H., & Sadeq, A. E. (2023). Using chatbots for English language learning in higher education. Computers and Education: Artificial Intelligence, 5, 100153. DOI: https://doi.org/10.1016/j.caeai.2023.100153
[13] Dizon, G., & Tang, D. (2020). Intelligent personal assistants for autonomous second language learning: An investigation of Alexa. The JALT Call Journal, 16(2), 107–120. DOI: https://doi.org/10.29140/jaltcall.v16n2.273
[14] Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: Learner engagement and perceptions. Journal of Computing in Higher Education, 35(1), 40–68. DOI: https://doi.org/10.1007/s12528-022-09338-x
[15] Kazu, I. Y., & Kuvvetli, M. (2023). The Influence of Pronunciation Education via Artificial Intelligence Technology on Vocabulary Acquisition in Learning English. International Journal of Psychology and Educational Studies, 10(2), 480–493. DOI: https://doi.org/10.52380/ijpes.2023.10.2.1044
[16] Dizon, G., & Gayed, J. M. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The Jalt Call Journal, 17(2), 74–92. DOI: https://doi.org/10.29140/jaltcall.v17n2.336
[17] Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014 DOI: https://doi.org/10.1016/j.heliyon.2021.e07014
[18] Edmett, A., Ichaporia, N., Crompton, H., & Crichton, R. (2024). Artificial intelligence and English language teaching: Preparing for the future (Second edition). British Council. https://doi.org/10.57884/78EA-3C69
[19] Liu, J., Sihes, A. J. B., & Lu, Y. (2025). How do generative artificial intelligence (AI) tools and large language models (LLMs) influence language learners’ critical thinking in EFL education? A systematic review. Smart Learning Environments, 12(1), 48. DOI: https://doi.org/10.1186/s40561-025-00406-0
[20] Zheng, Y. M., Chen, T. H., & Cai, Y. (2025). Technological empowerment, application risks and promotion paths of artificial intelligence in middle school English teaching: Reflections based on the report Artificial Intelligence and English Teaching: Preparing for the Future. Basic Education Curriculum, (07), 41–49.
[21] Amiri, M., & Ramezanzadeh, A. (2026). Probing into the use of politeness strategies in human-chatbots conversations: A qualitative analysis of EFL learners’ socio-pragmatic competence in artificial intelligence-generated interactions. Ampersand, 16, 100273. https://doi.org/10.1016/j.amper.2026.100273 DOI: https://doi.org/10.1016/j.amper.2026.100273
[22] Sun, X., Dou, W., & Yang, Y. (2025). The socio-emotional dangers of using Artificial Intelligence (AI) technologies in second language (L2) education: Unveiling Chinese EFL teachers’ perceptions and experiences. Acta Psychologica, 261, 105956. https://doi.org/10.1016/j.actpsy.2025.105956 DOI: https://doi.org/10.1016/j.actpsy.2025.105956
[23] Stewart, N., & Zheng, Y. (2024). Generative AI’s recolonization of EFL classrooms: The case of continuation writing. Australian Review of Applied Linguistics, 47(3), 383–409. DOI: https://doi.org/10.1075/aral.24091.ste
[24] Sun, Y., & Lan, G. (2025). Enhancing critical language awareness in EAL writing education amid the rise of generative artificial intelligence. System, 134, 103806. https://doi.org/10.1016/j.system.2025.103806 DOI: https://doi.org/10.1016/j.system.2025.103806
[25] Hago Elmahdi, O. E., Allehyani, F. S., & AbdAlgane, M. (2025). Exploring the Ethical Implications and Cultural Considerations in Using AI Technologies for EFL Education in the Saudi Context. Nsukka Journal of the Humanities, 33(2). https://www.njh.com.ng/admin/img/paper/NJH-33-2-2025-1-30.pdf
[26] Almashour, M., Aldamen, H. A. K., & Jarrah, M. (2025). Algorithmic feedback and multilingual identity: Translanguaging practices in Jordanian EFL academic writing. Social Sciences & Humanities Open, 12, 102016. https://doi.org/10.1016/j.ssaho.2025.102016 DOI: https://doi.org/10.1016/j.ssaho.2025.102016
[27] Nguyen, L. V. (2025). Culturally Responsive AI Scaffolding in Collaborative Language Education: Exploring Sociocultural Adaptations across Diverse Learning Contexts. Journal of Posthumanism, 5(10), 353–367. https://doi.org/10.63332/joph.v5i10.3551 DOI: https://doi.org/10.63332/joph.v5i10.3551
[28] Kingsley Ugwuanyi, Christian Mair, Sender Dovchin, Iker Erdocia, Maria Kuteeva, & Esther Airemionkhale. (2025). Generative AI and linguistic diversity in academic writing and publishing Perspectives from World Englishes. Journal of English for Research Publication Purposes, Volume 6(Issue 2), 265–289. https://doi.org/10.1075/jerpp.00035.ugw DOI: https://doi.org/10.1075/jerpp.00035.ugw
[29] Sun, Y. (2026). Resisting Homogenization in EAL Writing Education: Translingual Practices in the Rise of Generative AI. TESOL Quarterly. DOI: https://doi.org/10.1002/tesq.70063
[30] ADDIN ZOTERO_BIBL” uncited": [],"omitted”: [],"custom”: []} CSL_BIBLIOGRAPHY [30] Albeihi, H. H.M. & Rice, M. F. (2025). Generative AI and Language Diversity: Implications for Teachers and Learners. Arab World English Journal, 16(1), 43–54. https://doi.org/DOI:%20https://dx.doi.org/10.24093/awej/vol16no1.3 DOI: https://doi.org/10.24093/awej/vol16no1.3
[31] Ron Darvin. (2025). The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186. https://doi.org/10.1016/j.jslw.2025.101186 DOI: https://doi.org/10.1016/j.jslw.2025.101186
[32] Galindo-Domínguez, H., Delgado, N., Sainz-de-la-Maza, M., & Etxabe, J.-M. (2026). Self-regulation and overreliance on artificial intelligence: Unpacking a paradox through a mixed-methods study in higher education. Computers in Human Behavior, 181, 108985. https://doi.org/10.1016/j.chb.2026.108985 DOI: https://doi.org/10.1016/j.chb.2026.108985
[33] Karimi, M. N., & Keshvari, Z. (2026). Learner autonomy driven by (generative) artificial intelligence as a source of emotional vulnerability and identity tensions in mid-career tertiary-level language teachers. Teaching and Teacher Education, 176, 105507. https://doi.org/10.1016/j.tate.2026.105507 DOI: https://doi.org/10.1016/j.tate.2026.105507
[34] Amir, A. (2026). AI-Generated Dialogic Feedback: Designing a Pedagogical Chatbot Grounded in Literacy Resilience Principles. Education Sciences, 16(2), 318. https://doi.org/10.3390/educsci16020318 DOI: https://doi.org/10.3390/educsci16020318
[35] G. H. Elzerman. (2025). When AI Does the Thinking: The Risks of Over-Reliance on Artificial Intelligence in Higher Education Language Learning. 773–778. https://doi.org/doi:%2010.1109/ICAIE64856.2025.11158185 DOI: https://doi.org/10.1109/ICAIE64856.2025.11158185
[36] Lodge J. M. & Loble L. (2026). Artificial intelligence, cognitive offloading and implications for education. University of Technology Sydney. https://doi.org/doi:10.71741/4pyxmbnjaq.31302475
[37] Hsu, L. (2025). Entangled cognition in EFL education: The role of generative AI. Contemporary Educational Technology, 17(4), Article ep619. https://doi.org/10.30935/cedtech/17621 DOI: https://doi.org/10.30935/cedtech/17621
[38] Zhou, X., & Chiu, K. F. T. (2025). The role of epistemic beliefs in predicting deep learning strategies in an AI-assisted English approach. Language Testing in Asia, 16(1), 2. https://doi.org/10.1186/s40468-025-00416-2 DOI: https://doi.org/10.1186/s40468-025-00416-2
[39] Kohnke, L., & Moorhouse, B. L. (2025). Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI): A qualitative investigation. Computers in Human Behavior, 167, 108600. https://doi.org/10.1016/j.chb.2025.108600 DOI: https://doi.org/10.1016/j.chb.2025.108600
[40] Ningrum, S. (2023). ChatGPT’s impact: The AI revolution in EFL writing. Borneo Engineering & Advanced Multidisciplinary International Journal, 2(Special Issue (TECHON 2023)), 32–37.
[41] Aymen, D. I. F., & Zakarya, B. (2024). The Influence of Artificial Intelligence on Students’ Critical Thinking. university center of abdalhafid boussouf-MILA.
[42] Liu, W., & Wang, Y. (2024). The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study. European Journal of Education, 59(4), e12804. DOI: https://doi.org/10.1111/ejed.12804
[43] Hasan MK. (2025). How AI quietly undermines the joy and effort of learning: A call for rebalancing education in the digital age. Ann Med Surg (London), 87(8), 4693–4694. https://doi.org/doi:%2010.1097/MS9.0000000000003456 DOI: https://doi.org/10.1097/MS9.0000000000003456
[44] Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006 DOI: https://doi.org/10.3390/soc15010006
[45] Sourati, Z., S. Ziabari, A., & Dehghani, M. (2026). The homogenizing effect of large language models on human expression and thought. Trends in Cognitive Sciences, 0. https://doi.org/10.1016/j.tics.2026.01.003 DOI: https://doi.org/10.1016/j.tics.2026.01.003
[46] Jaeho Jeon, Li Wei, Kevin W H Tai, & Seongyong Lee. (2025). Generative AI and its dilemmas: Exploring AI from a translanguaging perspective. Applied Linguistics, 46(4), 709–717. DOI: https://doi.org/10.1093/applin/amaf049
[47] Shi, H., Chai, C. S., Zhou, S., & Aubrey, S. (2025). Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self. Computer Assisted Language Learning, 1–28. DOI: https://doi.org/10.1080/09588221.2025.2454541
[48] Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. Relc Journal, 54(2), 537–550. DOI: https://doi.org/10.1177/00336882231162868
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Education, Humanities and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
