Artificial Intelligence in Education: A Systematic Review of ChatGPT Applications in English as a Foreign Language Teaching and Learning

Abstract

The rapid development of Artificial Intelligence (AI), especially generative technologies such as ChatGPT, has instigated significant transformations in English as a Foreign Language (EFL) education. This systematic review examines empirical research published from 2019 to early 2025, concentrating on ChatGPT applications in EFL teaching and learning. In accordance with the PRISMA criteria, pertinent studies were located via databases including ScienceDirect, Google Scholar, ... Prominent motifs identified in the literature encompass augmented writing fluency, heightened student autonomy, and enhanced speaking confidence. ChatGPT functions as an invaluable resource for educators in class preparation and providing tailored feedback. Nonetheless, apprehensions persist over excessive dependence on AI, possible plagiarism, diminished critical thinking abilities, and the lack of institutional regulations. Numerous educators have difficulties stemming from insufficient AI literacy and an absence of organized training. This study emphasizes the significance of ethical and substantiated AI integration, advocating for longitudinal research and the establishment of formal training programs to guarantee the sustainable application of ChatGPT in EFL instruction.