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

Narin Tuncer; Sinan Hopcan

doi:10.52911/itall.1696814

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.

Keywords

Generative Artificial Intelligence , Language Education , English as a Foreign/Second Language , English Language Teaching

References

Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12948
Aksu, B. (2024). Investigation of the relationship between teachers' artificial intelligence awareness levels and artificial intelligence anxiety levels. [Yayımlanmamış yüksek lisans tezi]. Gazi Üniversitesi, Ankara.
Al-Garaady, J., & Mahyoob, M. (2023). ChatGPT's capabilities in spotting and analyzing writing errors experienced by EFL learners. Arab World English Journals, Special Issue on CALL, (9). https://dx.doi.org/10.24093/awej/call9.1
Al-Obaydi, L. H., Pikhart, M., & Klimova, B. (2023). ChatGPT and the general concepts of education: Can artificial intelligence-driven chatbots support the process of language learning? International Journal of Emerging Technologies in Learning (iJET), 18(21), 39-50.
Al-Wasy, B. Q. (2020). The effectiveness of integrating technology in EFL/ESL writing: A meta-analysis. Interactive Technology and Smart Education, 17(4), 435-454. https://doi.org/10.1108/ITSE-03-2020-0033
Alenizi, M. A. K., Mohamed, A. M., & Shaaban, T. S. (2023). Revolutionizing EFL special education: How ChatGPT is transforming the way teachers approach language learning. Innoeduca: International Journal of Technology and Educational Innovation, 9(2), 5–23.
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). Impact of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
Alshater, M. (2022). Exploring the role of artificial intelligence in enhancing academic performance: A case study of ChatGPT. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312358
Annamalai, N. (2024). Factors affecting English language high school teachers switching intention to ChatGPT: A Push-Pull-Mooring theory perspective. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2024.2371928
Arslan, K. (2020). Eğitimde yapay zekâ ve uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71–88.

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592. https://doi.org/10.1002/j.1545-7249.2009.tb00187.x
Balcı, Ö. (2024). The role of ChatGPT in English as a foreign language (EFL) learning and teaching: A systematic review. International Journal of Current Educational Studies, 3(1). https://doi.org/10.5281/zenodo.12544675
Bandi, A., Adapa, P. V. S. R., & Kuchi, Y. E. V. P. K. (2023). The power of generative AI: A review of requirements, models, input–output formats, evaluation metrics, and challenges. Future Internet, 15(8), 260. https://doi.org/10.3390/fi15080260
Barrot, J. S. (2024). ChatGPT as a language learning tool: An emerging technology report. Technology, Knowledge and Learning, 29(2), 1151–1156. https://doi.org/10.1007/s10758-023-09711-4
Baskara, R. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343–358.
Benko, A., & Lányi, C. S. (2009). History of artificial intelligence. İçinde Encyclopedia of Information Science and Technology (2. baskı, ss. 1759–1762). IGI Global. https://www.igi-global.com/chapter/historyartificialintelligence/13814
Bhutani, A., & Sanaria, A. (2023). The past, present and future in artificial intelligence. GLMS J Manag Rev Transform, 2, 132-140. https://doi.org/10.1177/jmrt.231199305
Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: A global perspective. Library Hi Tech. https://doi.org/10.1108/LHT-05-2023-0200
Chukwuere, J. E. (2024). The use of ChatGPT in higher education: The advantages and disadvantages. arXiv preprint. https://arxiv.org/abs/2403.19245
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4. baskı). SAGE Publications.
Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions. International Journal of Applied Linguistics.
Diallo, A. (2014). The use of technology to enhance the learning experience of ESL students. Online Submission.
Dizon, G., Tang, D., & Yamamoto, Y. (2022). A case study of using Alexa for out-of-class, self-directed Japanese language learning. Computers and Education: Artificial Intelligence, 3, Article 100088. https://doi.org/10.1016/j.caeai.2022.100088
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), 57.
Feng Teng, M. (2024). A systematic review of ChatGPT for English as a Foreign Language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3).
From GPT-1 to GPT-4: A look at the evolution of generative AI. (2023, Eylül 20). HGS. https://hgs.cx/blog/from-gpt-1-to-gpt-4-a-look-at-the-evolution-of-generative-ai/ adresinden alındı.
Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, Article 100055.
Geçkin, V., Kızıltaş, E., & Çınar, Ç. (2023). Assessing second-language academic writing: AI vs. Human raters. Journal of Educational Technology and Online Learning, 6(4), 1096–1108.
Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, O., Yıldırım, G., & Reisoglu, İ. (2012). Educational technology research trends in Turkey: A content analysis of the 2000–2009 decade. Educational Sciences: Theory & Practice, 12(1), 177–199.
Gozali, I., Wijaya, A. R. T., Lie, A., Cahyono, B. Y., & Suryati, N. (2024). ChatGPT as an Automated Writing Evaluation (AWE) tool: Feedback literacy development and AWE tools' integration framework. JALT CALL Journal, 20(1), n1.
Gozalo-Brizuela, R., & Garrido-Merchan, E. C. (2023). ChatGPT is not all you need: A state-of-the-art review of large generative AI models. arXiv preprint arXiv:2301.04655.
Grzybowski, A., Pawlikowska–Łagód, K., & Lambert, W. C. (2024). A history of artificial intelligence. Clinics in Dermatology, 42(3), 221–229.
Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463.
Han, J., Yoo, H., Myung, J., Kim, M., Lee, T. Y., Ahn, S. Y., & Oh, A. (2024). RECIPE4U: Student-ChatGPT interaction dataset in EFL writing education. arXiv preprint arXiv:2403.08272.
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 5(1).
Hopcan, S., Polat, E., & Albayrak, E. (2024). Research trends in e-learning practices for postgraduate medical education: A systematic review. Education and Information Technologies, 29(5), 5921–5945.
Hopcan, S., Polat, E., Ozturk, M. E., & Ozturk, L. (2023). Artificial intelligence in special education: A systematic review. Interactive Learning Environments, 31(10), 7335–7353.
Hu, L. (2023). Generative AI and future. https://pub.towardsai.net/generativeai-and-future-c3b1695876f2 adresinden alındı.
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001.
Jamoom, O. A. (2021). EFL students’ needs for improving their writing skills. Scholars International Journal of Linguistics and Literature, 4(4), 106–111.
Javier, D. R. C., & Moorhouse, B. L. (2023). Developing secondary school English language learners’ productive and critical use of ChatGPT. TESOL Journal, 14(e755), 1–9.
Jeon, J., Lee, S., & Choe, H. (2023). Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning. Computers & Education, 206, Article 104898. https://doi.org/10.1016/j.compedu.2023.104898
Jovanović, M. (2023). Generative artificial intelligence: Trends and prospects. Computer, 55(10), 38–49. https://www.computer.org/csdl/magazine/co/2022/10/09903869/1H0G6xvtREk
Karataş, F., Abedi, F. Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29, 1–24.
Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for tomorrow’s schools. Artificial Intelligence in Education: The Urgent Need to Prepare Teachers for Tomorrow’s Schools. SSRN.
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.
Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15, Article 1269319.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550.
Kohnke, L., Zou, D., & Moorhouse, B. L. (2024). Technostress and English language teaching in the age of generative AI. Educational Technology & Society, 27(2), 306–320.
Koraishi, O. (2023). Teaching English in the age of AI: Embracing ChatGPT to optimize EFL materials and assessment. Language Education and Technology, 3(1).
Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3), Article n3.
Küçük, S., Aydemir, M., Yıldırım, G., Arpacık, O., & Göktaş, Y. (2013). Educational technology research trends in Turkey from 1990 to 2011. Computers & Education, 68, 42–60. https://doi.org/10.1016/j.compedu.2013.04.016
Küçük, T. (2024). ChatGPT-integrated grammar teaching and learning in EFL classes: A study on Tishk International University students in Erbil, Iraq. Arab World English Journal (AWEJ) Special Issue on ChatGPT.
Kumar, B. (2023). GPT-1, GPT-2 and GPT-3 models explained. 360DigitMG. https://360digitmg.com/blog/types-of-gpt-in-artificial-intelligence adresinden alındı.
Lashari, A. A., & Umrani, S. (2023). Reimagining self-directed learning language in the age of artificial intelligence: A systematic review. Grassroots, 57(1).
Leach, N. (2022). In the mirror of AI: What is creativity? Architectural Intelligence, 1(1), 15.
Lesia Viktorivna, K., Andrii Oleksandrovych, V., Iryna Oleksandrivna, K., & Nadia Oleksandrivna, K. (2022). Artificial intelligence in language learning: What are we afraid of? Arab World English Journal.
Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634.
Liu, B. (2023). Chinese university students’ attitudes and perceptions in learning English using ChatGPT. International Journal of Education and Humanities, 3(2), 132–140.
Liu, J. (2024). Enhancing English language education through big data analytics and generative AI. Journal of Web Engineering, 23(2), 227–249.
Lo, C. K., Yu, P. L. H., Xu, S., Ng, D. T. K., & Jong, M. S. Y. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: A systematic review of empirical studies. Smart Learning Environments, 11(1), 50.
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed-methods intervention study. Smart Learning Environments, 11(1), 9.
McCarthy, J. (2007). What is artificial intelligence? https://www-formal.stanford.edu/jmc/whatisai.pdf adresinden alındı.
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
Meniado, J. C. (2023). The impact of ChatGPT on English language teaching, learning, and assessment: A rapid review of literature. Arab World English Journal, 14(4), 3–18. https://doi.org/10.24093/awej/vol14no4.1
Mijwel, M. M. (2015). History of artificial intelligence. Computer Science, (April 2015), 3–4.
Mohamed, A. M. (2024). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217.
Moorhouse, B. L. (2024). Beginning and first-year language teachers’ readiness for the generative AI age. Computers and Education: Artificial Intelligence, 6, 100201.
Nah, F. F. H., Cai, J., Zheng, R., & Pang, N. (2023). An activity system-based perspective of generative AI: Challenges and research directions. AIS Transactions on Human-Computer Interaction, 15(3), 247.
Nguyen Thi Thu, H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang University. International Journal of Language Instruction, 2(3), 1–47.
Nguyen, T. H. B., & Tran, T. D. H. (2023). Exploring the efficacy of ChatGPT in language teaching. AsiaCALL Online Journal, 14(2), 156–167.
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.
Nisar, S., & Aslam, M. S. (2023). Is ChatGPT a good tool for T&CM students in studying pharmacology? Available at SSRN 4324310.
Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67–68.
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 1–13.
Nugroho, A., Putro, N. H. P. S., & Syamsi, K. (2023). The potentials of ChatGPT for language learning: Unpacking its benefits and limitations. Register Journal, 16(2), 224–247.
Pantelimon, F. V., Bologa, R., Toma, A., & Posedaru, B. S. (2021). The evolution of AI-driven educational systems during the COVID-19 pandemic. Sustainability, 13(23), 13501.
Paradis, E., O'Brien, B., Nimmon, L., Bandiera, G., & Martimianakis, M. A. (2016). Design: Selection of data collection methods. Journal of Graduate Medical Education, 8(2), 263–264.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189.
Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84–93.
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development.
Phuong, H. P. X. (2024). Using ChatGPT in English language learning: A study on IT students' attitudes, habits, and perceptions. Online Submission, 4(1), 55–68.
Pirim, A. G. H. (2006). Yapay zeka. Yaşar Üniversitesi E-Dergisi, 1(1), 81–93.
Pollock, A., & Berge, E. (2018). How to do a systematic review. International Journal of Stroke, 13(2), 138–156.
Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22.
Pratama, R. M. D., & Hastuti, D. P. (2024). The use of artificial intelligence to improve EFL students' writing skills. English Learning Innovation, 5(1), 13–25.
Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—A case study. Smart Learning Environments, 11(1), 10.
Qadir, J. (2023, Mayıs). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education. In 2023 IEEE Global Engineering Education Conference (EDUCON) (ss. 1–9). IEEE.
Radford, A., Narasimhan, K., Salimans, T., & Sutskever, I. (2018). Improving language understanding by generative pre-training.
Sharifuddin, N. S., & Hashim, H. (2024). Benefits and challenges in implementing artificial intelligence in education (AIED) in ESL classrooms: A systematic review (2019–2022). International Journal of Academic Research in Business and Social Sciences, 14(1), 146–164.
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70(1), 747–770.
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Sotelo Muñoz, S., Gutierrez Gayoso, G., Caceres Huambo, A., Cahuana Tapia, R., Layme Incaluque, J., Pongo Aguila, O., & Arias-Gonzales, J. (2023). Examining the impacts of ChatGPT on student motivation and engagement. Social Space, 23(1), 1–27.
Suta, P., Lan, X., Wu, B., Mongkolnam, P., & Chan, J. H. (2020). An overview of machine learning in chatbots. International Journal of Mechanical Engineering and Robotics Research, 9(4), 502–510.
Tai, T. Y., & Chen, H. H. J. (2024). Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers & Education, 220, 105112.
Tate, T., Doroudi, S., Ritchie, D., Xu, Y., & Warschauer, M. (2023). Educational research and AI-generated writing: Confronting the coming tsunami. EdArXiv, January, 10.
Terwiesch, C. (2023). Would Chat GPT-3 get a Wharton MBA? A prediction based on its performance in the operations management course. Mack Institute for Innovation Management at the Wharton School, University of Pennsylvania, 45.
Tseng, Y. C., & Lin, Y. H. (2024). Enhancing English as a foreign language (EFL) learners' writing with ChatGPT: A university-level course design. Electronic Journal of e-Learning, 22(2), 78–97.
Turing, A. (1950). Machinery and intelligence. Mind: A Quarterly Review of Psychology and Philosophy, 59(236), 433–460.
Van Horn, K. R. (2024). ChatGPT in English language learning: Exploring perceptions and promoting autonomy in a university EFL context. TESL-EJ, 28(1).
Venkatesh, V., Brown, S. A., & Sullivan, Y. W. (2016). Guidelines for conducting mixed-methods research: An extension and illustration. Journal of the Association for Information Systems, 17(7), 2.
Vo, A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students' perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21(6), 199–218.
Vo, X. H. (2024). English-majored students’ perceptions of using ChatGPT in English writing. (Doktora tezi, Trường Đại học Nam Cần Thơ).
Wang, W., & Duffy, A. H. (2009, Ağustos). A triangulation approach for design research. The Design Society.
Williams, C. (2023). Hype, or the future of learning and teaching? Three limits to AI's ability to write student essays.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212.
Xu, X., & Thien, L. M. (2024). Unleashing the power of perceived enjoyment: Exploring Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Journal of Applied Research in Higher Education.
Yan, D. (2023). Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967.
Yan, D. (2024). Feedback seeking abilities of L2 writers using ChatGPT: A mixed-method multiple case study. Kybernetes.
Yang, H., & Kyun, S. (2022). The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective. Australasian Journal of Educational Technology, 38(5), 180–210.
Yang, H., Kim, H., Lee, J. H., & Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. ReCALL, 34(3), 327–343. https://doi.org/10.1017/S0958344022000039
Yıldız, A. (2022). Bir araştırma metodolojisi olarak sistematik literatür taramasına genel bakış. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(Özel Sayı 2), 367–386.
Yıldız, T. A. (2023). The impact of ChatGPT on language learners’ motivation. Journal of Teacher Education and Lifelong Learning, 5(2), 582–597.
Yu, H., & Guo, Y. (2023, Haziran). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. In Frontiers in Education (Vol. 8, p. 1183162). Frontiers Media SA.
Zhang, C., Zhang, C., Zheng, S., Qiao, Y., Li, C., Zhang, M., & Hong, C. S. (2023). A complete survey on generative AI (AIGC): Is ChatGPT from GPT-4 to GPT-5 all you need? arXiv preprint, arXiv:2303.11717.
Zhang, P., & Tur, G. (2024). A systematic review of ChatGPT use in K‐12 education. European Journal of Education, 59(2), e12599.
Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English writing: Introducing Wordtune as a digital writing assistant for EFL writers. RELC Journal, 54(3), 890–894.

Details

Primary Language

English

Subjects

Development of Science, Technology and Engineering Education and Programs

Journal Section

Systematic Reviews and Meta Analysis

Authors

Narin Tuncer ^*
0009-0008-3616-2294
Türkiye

Sinan Hopcan
0000-0001-8911-3463
Türkiye

Early Pub Date

June 28, 2025

Publication Date

June 30, 2025

Submission Date

May 12, 2025

Acceptance Date

June 23, 2025

Published in Issue

Year 2025 Volume: 6 Number: 1

DOI

https://doi.org/10.52911/itall.1696814

IZ

https://izlik.org/JA35DA65AY

APA

Tuncer, N., & Hopcan, S. (2025). Implementations Of Generative Artificial Intelligence Tools Within The Contexts Of English Language Teaching And Learning: A Systematic Review. Instructional Technology and Lifelong Learning, 6(1), 128-182. https://doi.org/10.52911/itall.1696814

This work is licensed under a Creative Commons Attribution 4.0 International License.

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

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite