Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review

Abstract

This scoping literature review examines the application of Generative Artificial Intelligence (GenAI), a disruptive technology, in language teaching and learning. Since its launch in November 2022, GenAI has captured global attention with OpenAI's ChatGPT, powered by the generative pre-trained transformer-3 (GPT-3) large-language model. The emergence of GenAI holds immense implications across various domains, including language education. This review aims to provide an overview of the current state of research and identify research gaps and future directions in this emerging field. The review follows the PRISMA-ScR guidelines and includes eligible publications published between 2017 and July 2023. Four electronic databases were searched and 41 of the 224 initial papers were eventually selected for review. The findings reveal key terms related to GenAI in language education, the most researched language study and education levels, areas of research, attitudes towards GenAI, and the potential benefits and challenges of GenAI application. The review highlights several research gaps, including the need for more empirical studies to assess the effectiveness and impact of GenAI tools, discussion of ethical considerations, targeted interventions for specific language skills, and stakeholder engagement in responsible integration. Educators are encouraged to incorporate GenAI tools into their teaching practices while remaining vigilant about potential risks. Continuous professional development for educators is crucial to ensure informed decision-making and effective integration of GenAI tools. This scoping review contributes to the existing knowledge on the use of GenAI in language education and informs future research and practice in this disruptive and rapidly evolving field.