Implementations Of Generative Artificial Intelligence Tools Within The Contexts Of English Language Teaching And Learning: A Systematic Review

Abstract

Generative Artificial Intelligence technologies have attracted considerable interest in various fields including language education where their potential to improve learning and teaching has begun to be explored. However, there is a lack of systematic reviews summarizing both the existing knowledge and gaps in this field. In this regard, this systematic review aims to explore the implementation of GAI tools in foreign language education, specifically within the contexts of ESL, EFL, ELL and ELT. Through searching on various data sources and identifying 823 articles, 39 articles were included based on the study's criteria. Aligned with the study objectives, the articles were analyzed in terms of many factors such as publication year, research method, learning place, target audience, utilized GAI tool, its role, data collection tool and method, study duration, sample selection type, data analysis method, main purposes, and results of the studies. The findings suggest that GAI tools, specifically ChatGPT, have the potential to enhance English language education in various contexts. By offering benefits such as providing personalized learning and feedback, ChatGPT enhances overall language proficiency. It develops language skills, particularly writing, boosts motivation and facilitates teaching. Despite presenting benefits for both English language learning and teaching, some concerns, including ethical issues, academic integrity, limiting creativity and misinformation, have been addressed, highlighting the importance of careful implementation to maximize their positive effects on English language education and suggesting that further research is needed.