Integrasi AI dalam Pembelajaran Terbeza Bahasa Inggeris: Implikasi Konseptual bagi Pendidikan Sekolah Rendah

Nur Iliana Mohd Fouzi; Mohd Jasmy Abd Rahman

doi:10.70148/rise.v3i5.8

Authors

Nur Iliana Mohd Fouzi Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia Author
Mohd Jasmy Abd Rahman Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia Author

DOI:

https://doi.org/10.70148/rise.v3i5.8

Keywords:

artificial intelligence, differentiated learning, English language education, primary school, integrative literature review

Abstract

The diversity of pupils’ language proficiency levels, cognitive abilities, interests and learning backgrounds has made differentiated learning increasingly important in primary school English classrooms. However, implementing it consistently through the manual preparation of instructional materials remains challenging. This paper aims to synthesise the capabilities of artificial intelligence (AI) in supporting differentiated learning, analyse its implementation conditions and challenges and develop an integrated conceptual framework for primary school English learning. An integrative conceptual literature review was conducted using sources published between 2019 and 2026 identified through Scopus, Web of Science, ERIC, SpringerLink and Google Scholar. A total of 43 substantive sources were purposively selected based on their relevance to the study objectives for conceptual synthesis. The literature was analysed through conceptual coding, cross-source comparison and mapping relationships among technological capabilities, pedagogical mechanisms, implementation factors and learning outcomes. The findings identified five major AI capabilities: adapting content and learning pathways; providing real-time feedback and language practice; enhancing engagement, confidence, and self-directed learning; improving teacher productivity and decision support; and promoting the sustainability of instructional materials. However, these benefits depend on teachers’ pedagogical judgement and AI competencies and are influenced by infrastructure, equitable digital access, data governance, cultural appropriateness and the balance between human interaction and technology. Based on this synthesis, a conceptual framework is proposed that connects classroom contexts, teachers’ pedagogical decisions, AI capabilities, differentiated learning mechanisms and learning outcomes. AI should support, rather than replace, teachers’ professional judgement and pupils’ social interactions.

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