The role of AI chatbots is undergoing a transformation, where it was firstly used for English native language learning; later, it shifted to the use for learning English as a second language (ESL) and English as a foreign language learning. Lastly, it is used to learn foreign languages. Hence, due to the changes in AI chatbots' role, there is a need for a study to analyse the development of AI chatbots over the years between 2006 and 2024 and their influence on language education. Therefore, bibliometric analysis and systematic analysis study aim to determine the state-of-art topics related to using AI chatbots in language teaching and learning and how different AI chatbots influence the teachers' and students' perspectives on language teaching and learning and students' learning outcomes. The research is concluded as follows: (1) extend the studies toward students/teachers from various regions, language proficiency levels, and communities with different cultural backgrounds, (2) longitudinal research could be employed to see if there is any novelty effect or other changes in the learning outcomes, affective gains and factors influence the use of the AI chatbots over an extended period, (3) focus on developing strategies, language learning model and process, teaching approaches or methods, assistance from teachers and peers and guidelines for integrating AI chatbots, especially with LLMs AI chatbots into curriculum effectively, (4) effects of learning with self-developed AI chatbots or LLMs AI chatbots that are integrated with more intelligence, realistic agents capable of performing several expression, gestures and movements or more additional games, quizzes, and more multimedia elements in enhancing language learning, (5) factors influence teachers and students in acceptance the use of AI chatbots.