The Impact of ChatGPT on Language Assessment in ELT

Yıl 2026, Cilt: 11 Sayı: 1, 1 - 18, 15.03.2026

Gülden Tüm

https://doi.org/10.29250/sead.1753516

https://izlik.org/JA34UM75SW

Öz

This descriptive study scrutinizes the impact of ChatGPT on English Language Teaching (ELT) assessment and examines the extent to which it presents both opportunities and threats. A systematic review including 963 academic publications published between December 2023 and December 2024 was carried out so as to see the opportunities and threats. Out of 963 publications, the most relevant 150 articles were filtered to address the use of ChatGPT in online language assessment in ELT. Document analysis and thematic coding were utilized and 12 recurring themes were identified, including six classified opportunities and six threats. The findings reveal that six opportunities identified by ChatGPT were of automated grading, personalized feedback, practice partner simulation in speaking and writing, assessment item generation, engagement and motivation and multimodal & inclusive assessment, and six threats were academic dishonesty, validity & reliability concerns, algorithmic bias, overdependence & de-skilling, data privacy & institutional gaps, and adaptability. This study determines that ChatGPT's utilization in ELT assessment is dual-promising and problematic. The findings suggest this duality could be solved by pedagogical guidelines, interdisciplinary collaboration, curriculum calibration and ethical frameworks to harness its potential while safeguarding educational integrity.

Anahtar Kelimeler

ChatGPT , Online ELT assessment , Artificial intelligence , Opportunities , Threats

Etik Beyan

CONFLICT OF INTEREST STATEMENT The author declares that there is no conflict of interest in this study. RESEARCH AND PUBLICATION ETHICS STATEMENT The author declares that research and publication ethics are followed in this study. AUTHOR LIABILITY STATEMENT The author declares that she has done every step of this work herself. GENERATIVE AI USE DECLARATION The author declares that GenAI tools were not utilized in this study.

Kaynakça

• Abduljawad, S. A. (2024). Investigating the impact of ChatGPT as an AI tool on ESL writing: Prospects and challenges in Saudi Arabian higher education. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 14(1), 1-19. https://doi.org/10.4018/IJCALLT.367276
• Alshahrani, H. A. A., & Alrodhan, W. A. (2025). Security and Privacy of ChatGPT: Proposed Enhancements. IJCSNS, 25(2), 23. https://doi.org/10.22937/IJCSNS.2025.25.2.3
• Adel, A., Ahsan, A., & Davison, C. (2024). ChatGPT promises and challenges in education: Computational and ethical perspectives. Education Sciences, 14(8), 814. https://doi.org/10.3390/educsci14080814
• Amsel, A. (1992). Frustration theory: An analysis of dispositional learning and memory. Cambridge University Press. https://doi.org/10.1017/CBO9780511571193
• Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
• Baskara, F. R., Puri, A. D., & Wardhani, A. R. (2023). ChatGPT and the pedagogical challenge: Unveiling the impact on early-Career academics in higher education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 311-322. https://doi.org/10.23917/ijolae.v5i3.22966
• Biberman-Shalev, L. (2025). Prompting Theory into Practice: Utilizing ChatGPT-4 in a Curriculum Planning Course. Education Sciences, 15(2), 196. https://doi.org/10.3390/educsci15020196
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
• Bucol, J. L., & Sangkawong, N. (2025). Exploring ChatGPT as a writing assessment tool. Innovations in Education and Teaching International, 62(3), 867-882. https://doi.org/10.1080/14703297.2024.2363901
• Cao, S., & Zhong, L. (2023). Exploring the effectiveness of ChatGPT-based feedback compared with teacher feedback and self-feedback: Evidence from Chinese to English translation. https://doi.org/10.48550/arXiv.2309.01645
• Calvo, R. A., & D’Mello, S. K. (2010). Affect detection: An interdisciplinary review of models, methods, and their applications. IEEE Transactions on Affective Computing, 1(1), 18–37. https://doi.org/10.1109/T-AFFC.2010.1
• Castillo, V. S., & Maldonado, E. J. (2025, May). ChatGPT as an assessment and feedback tool in higher education: Opportunities, challenges and ethics. In International Symposium on Generative AI and Education (pp. 218-229). Springer Nature Switzerland.
• Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418-102418. https://doi.org/10.29140/ajal.v8n1.102418
• Chang, C. I., Choi, W. C., & Choi, I. C. (2024, December). Challenges and limitations of using artificial intelligence generated content (AIGC) with ChatGPT in programming curriculum: A systematic literature review. In Proceedings of the 2024 7th Artificial Intelligence and Cloud Computing Conference (pp. 372-378).
• Chen, H., Yuan, K., Huang, Y., Guo, L., Wang, Y., & Chen, J. (2023). Feedback is all you need: from ChatGPT to autonomous driving. Science China Information Sciences, 66(6), 1-3. https://doi.org/10.1007/s11432-023-3740-x
• Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
• Çelik, F., Yangın Ersanlı, C., & Arslanbay, G. (2024). Does AI simplification of authentic blog texts improve reading comprehension, inferencing, and anxiety? A one-shot intervention in Turkish EFL context. International Review of Research in Open and Distributed Learning, 25(3), 287-303. https://doi.org/10.19173/irrodl.v25i3.7779
• Dizon, G. (2024). ChatGPT as a tool for self-directed foreign language learning. Innovation in Language Learning and Teaching, 1-17. https://doi.org/10.1080/17501229.2024.2413406
• D’Mello, S. K., & Graesser, A. C. (2012). Language and discourse are powerful signals of student emotions during tutoring. IEEE Transactions on Learning Technologies, 5(4), 304–317. DOI: 10.1109/TLT.2012.10
• Edelenbos, P., & Vinjé, M. P. (2000). The assessment of a foreign language at the end of primary (elementary) education. Language testing, 17(2), 144-162. https://doi.org/10.1177/026553220001700203 Fletcher, J. D., Tobias, S., & Wisher, R. A. (2011). Learning anytime, anywhere: Advanced distributed learning and the changing face of education. Educational Technology, 51(2), 7–14. https://doi.org/10.3102/0013189X07300034
• Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology, 10(3), 8–14. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44039
• Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98(2), 574–588. https://doi.org/10.1111/modl.12084
• Guilherme, A. (2019). AI and education: The importance of teacher and student relations. AI & Society, 34(1), 47–54. https://doi.org/10.1007/s00146-017-0693-8
• Harahap, D. S. (2024). Implementation of ChatGPT to improve students' critical thinking abilities. Indonesian Journal of Education and Social Humanities, 1(2), 33-39.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
• Ivanov, S. (2023). The dark side of artificial intelligence in higher education. The Service Industries Journal, 43(15–16), 1055–1082. https://doi.org/10.1080/02642069.2023.2258799
• Jenkins, J., & Leung, C. (2019). From mythical ‘standard’ to standard reality: The need for alternatives to standardized English language tests. Language Teaching, 52(1), 86-110. https://doi.org/10.1017/S0261444818000307
• Jiwon, L., Minsong, S., Juyeon, J., & Watson, M. (2025). Determining authenticity in the era of ChatGPT. Humanising Language Teaching, 27(1). https://www.hltmag.co.uk/feb25/determining-authenticity
• Jmaiel, H. A., Abukhait, R. O., Mohamed, A. M., Shaaban, T. S., Al-khresheh, M. H., & AL-Qadri, A. H. (2025). The role of ChatGPT in enhancing EFL students’ ESP writing skills: an experimental study of gender and major differences. Discover Education, 4(1), 1-19. https://doi.org/10.1007/s44217-025-00700-6
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
• Larsen-Freeman, D., & Freeman, D. (2008). Language moves: The place of “foreign” languages in classroom teaching and learning. Review of Research in Education, 32(1), 147-186. https://doi.org/10.3102/0091732X07309426
• Lee, K. M., & Nass, C. (2003). Designing social presence of social actors in human–computer interaction. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 289–296). ACM. https://doi.org/10.1145/642611.642662
• Li, B., Bonk, C. J., Wang, C., & Kou, X. (2024). Reconceptualizing self-directed learning in the era of generative AI: An exploratory analysis of language learning. IEEE Transactions on Learning Technologies, 17, 1489-1503. https://doi.org/10.1109/TLT.2024.3386098
• Liang, W., & Wu, Y. (2024). Exploring the use of ChatGPT to foster EFL learners’ critical thinking skills from a post-humanist perspective. Thinking Skills and Creativity, 54, 101645. https://doi.org/10.1016/j.tsc.2024.101645
• Looi, J. C., Anderson, K., Bonner, D., Maguire, P., & Reay, R. (2020). Student evaluations of teaching (SET): implications for medical education in psychiatry and an approach to evaluating SET and student performance. Australasian Psychiatry, 28(4), 463-465. https://doi.org/10.1177/1039856220924327
• Luu, T. M. V., & Doan, Q. V. (2025). ChatGPT’s impact on listening comprehension: Perspectives from Vietnamese EFL university learners. Computer-Assisted Language Learning Electronic Journal, 26(3), 43-63. https://doi.org/10.54855/callej.252633
• MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534. https://doi.org/10.1111/j.1467-1770.1991.tb00691.x
• Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 9. https://doi.org/10.1186/s40561-024-00295-9
• McNamara, T. F. (2000). Language testing. Oxford University Press.
• Melisa, R., Ashadi, A., Triastuti, A., Hidayati, S., Salido, A., Ero, P. E. L., Marlini, C., Zefrin, Z., & Al Fuad, Z. (2025). Critical thinking in the age of AI: A systematic review of AI's effects on higher education. Educational Process: International Journal, 14, e2025031. https://doi.org/110.22521/edupij.2025.14.31
• Mompean, J. A. (2024). ChatGPT for L2 pronunciation teaching and learning. ELT Journal, 78(4), 423-434. https://doi.org/10.1093/elt/ccae050
• Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667
• Milakis, E. D., Argyrakou, C. C., Melidis, A., & Vrettaros, J. (2025). ChatGPT and AI chatbots in education: An umbrella review of systematic reviews, scoping reviews, and meta-analyses. International Journal of Education and Information Technologies, 19, 100-119. https://doi.org/10.46300/9109.2025.19.11
• Navigli, R., Conia, S., & Ross, B. (2023). Biases in large language models: Origins, inventory, and discussion. ACM Journal of Data and Information Quality, 15(2), 1-21. https://doi.org/10.1145/3597307
• Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B.-P.T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221–4241. https://doi.org/10.1007/s10639-022-11316-w
• Open AI (2025). ChatGPT: Optimizing Language Models for Dialogue. https://openai.com/index/chatgpt/
• Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1), 2410101. https://doi.org/10.1080/2331186X.2024.2410101
• Pratiwi, N., Efendy, A. G., Rini, H. C., & Ahmed, N. A. (2024). Speaking practice using ChatGPT’s voice conversation: A review on potentials and concerns. Journal of Language Intelligence and Culture, 6(1), 59-72. https://doi.org/10.35719/jlic.v6i1.149
• Raisch, S., & Krakowski, S. (2021). Artificial intelligence and management: The automation–augmentation paradox. Academy of Management Review, 46(1), 192–210. https://doi.org/10.5465/2018.0072
• Rane, N. (2023). Enhancing the Quality of Teaching and Learning through ChatGPT and Similar Large Language Models: Challenges, Future Prospects, and Ethical Considerations in Education (SSRN Scholarly Paper 4599104). https://doi.org/10.48185/tts.v5i1.1000
• Ressel, J., Völler, M., Murphy, F., & Mullins, M. (2024). Addressing the notion of trust around ChatGPT in the high-stakes use case of insurance. Technology in Society, 78, https://doi.org/10.1016/j.techsoc.2024.102644
• Tiffin‐Richards, S. P., Anand Pant, H., & Köller, O. (2013). Setting standards for English foreign language assessment: Methodology, validation, and a degree of arbitrariness. Educational Measurement: Issues and Practice, 32(2), 15-25. https://doi.org/10.1111/emip.12008
• Turnitin. (2024). AI writing detection and academic integrity: Research insights. https://www.turnitin.com/research/ai-writing-detection-report
• Volante, L., & DeLuca, C. (2024). Large-scale testing in the face of AI. Assessment & Development Matters, 16(1), 48-52. https://doi.org/10.53841/bpsadm.2024.16.1.48
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Wang, Y., Pan, Y., Yan, M., Su, Z., & Luan, T. H. (2023). A survey on ChatGPT: AI–generated contents, challenges, and solutions. IEEE Open Journal of the Computer Society, 4, 280-302. https://doi.org/10.1109/OJCS.2023.3300321
• Wu, X., Duan, R., & Ni, J. (2024). Unveiling security, privacy, and ethical concerns of ChatGPT. Journal of Information and Intelligence, 2(2), 102-115. https://doi.org/10.1016/j.jiixd.2023.10.007
• Yıldız, C. (2024). ChatGPT integration in EFL education: A path to enhanced speaking self-efficacy. Novitas-ROYAL (Research on Youth and Language), 18(2), 167-182. https://doi.org/10.5281/zenodo.13861137
• Yue, Y., Liu, D., Lv, Y., Hao, J., & Cui, P. (2025). A Practical Guide and Assessment on Using ChatGPT to Conduct Grounded Theory: Tutorial. Journal of Medical Internet Research, 27, e70122. https://doi.org/10.2196/70122
• Zuckerman, M., Flood, R., Tan, R. J., Kelp, N., Ecker, D. J., Menke, J., & Lockspeiser, T. (2023). ChatGPT for assessment writing. Medical Teacher, 45(11), 1224-1227. https://doi.org/10.1080/0142159X.2023.2249239