International Journal of Current Educational Studies

2024, Vol. 3, No. 1, 66-82 ISSN 2822-4914

The Role of ChatGPT in English as a Foreign Language (EFL) Learning

and Teaching: A Systematic Review

Özgül Balcı1

Article Info Abstract

Article Type
The potential role of ChatGPT in English as a foreign language (EFL) learning and
Review Article
teaching has not yet been fully elucidated. Therefore, a systematic review was conducted

Article History using Web of Science to identify the effectiveness of ChatGPT in promoting EFL
Received: learning and teaching. The database was searched until May 2024. The review
20 April 2024 summarizes findings from twenty-one studies extracted from the Web of Science
Accepted:
database to get a better insight into the advantages and drawbacks of using ChatGPT in
20 June 2024
the field of EFL education. The review results showed that ChatGPT significantly
improved students’ EFL learning experiences and teachers’ teaching practices. The main
advantages of ChatGPT in EFL education are that it can improve learners’ language
© 2024 by the author(s). proficiency and basic language skills of speaking, listening, reading, grammar,
(CC BY-NC 4.0)
vocabulary and especially the writing skill in addition to its ability to increase motivation
and engagement, enhance learner autonomy, and provide individualized learning
opportunities. Despite these beneficial effects, students and teachers approach ChatGPT
with caution mostly because of its limitations and ethical issues. This systematic review
research contributes to the understanding the key benefits and drawbacks of ChatGPT
in the specific area of EFL teaching and learning.

ChatGPT, English as a foreign language, Language learning and teaching, Systematic

Keywords: review.

Citation:
Balcı, Ö. (2024). The role of ChatGPT in English as a foreign language (EFL) learning and teaching: A systematic
review. International Journal of Current Education Studies (IJCES), 3(1), 66-82.
https://doi.org/10.5281/zenodo.12544675

1
Assoc. Prof., Necmettin Erbakan University, School of Foreign Languages, Konya, Türkiye. obalci@erbakan.edu.tr, Orcid ID: 0000-0001-5974-4387

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 International Journal of Current Educational Studies (IJCES)

Introduction

Technology not only has an impact on our lives and work, but also on the educational experiences (Culp et al.,
2005; Dahiya, 2022). After the invention of printing press in the fifteenth century, technology has continued to
play a significant role in education, with the use of radio and television in the twentieth century and having access
to computers and the internet in the 21st century (Kikalishvili, 2023). Many studies in the literature have showed
and discussed the positive effects of using information and communication technologies (ICTs) in teaching and
learning processes (Allah Rakha, 2023; Culp et al., 2005; Dahiya, 2022; Kikalishvili, 2023; Lakhan & Laxman,
2018; Punie et al., 2006). Similarly, by analyzing many studies, Schacter (1999) reported that uses of technology
in learning and instruction had affected student achievement positively. It other words, as asserted by Dahiya
(2022), ICT has a positive effect on everything regarding education, from curriculum studies to educational
assessment. The benefits of new ICT developments in education is accepted and adopting active use of innovative
pedagogies and materials is recommended for high quality learning environments by European Commission
(2015). Furthermore, OECD (2010) points to the importance of technology-related competencies, which are part
of the 21st century competencies.

However, there is a substantial body of research available showing that technology use does not always improve
learning performance and ensure desirable outcomes for all students in a language classroom. For instance, a study
by Li et al. (2019) reported a negative role of technology use in promoting communicative language learning
environment and only a minimal impact of technology on teacher feedback patterns in primary EFL classrooms;
therefore, put an emphasis on the importance of EFL teachers’ pedagogical awareness and competence in using
technology in language classes. Kikalishvili (2023) suggested approaching with caution to technology use in
educational settings in that overuse use of it can cause detrimental effects such as insufficient critical thinking
skills, academic dishonesty, cyberbullying and social isolation. In addition, along with the positive effects of
technology use on student achievement, Schacter (1999) found evidence that educational technologies could be
ineffective unless learning objectives and the focus of using any kind of technology is specifically identified.
Moreover, debates in the literature continue as to the benefits of ICT and researchers point to the limited data and
elusive evidence as to the benefits and impact of ICT in education and the problems about its successful
implementation (Eurydice, 2011; Livingstone, 2012; Pandolfini, 2016; UNESCO, 2009).

As in the educational settings described above, the benefits and opportunities of technology use in English as a
foreign language (EFL) teaching and learning environments has been accepted (Al-Munawwarah, 2014; Azmi,
2017; Çakıcı, 2016; Hashemi, 2016; Mahmud et al., 2022; Sabiri, 2020). For instance, in a review study by Azmi
(2017) it was revealed that use of ICT in an appropriate way in EFL classrooms can enhance motivation and
engagement, promote learners’ autonomy, boost interaction and communication, enhance authenticity and
improve student performance. Hashemi (2016) has found that ICT can enhance the language learning experience
and can be used as an effective tool for both teaching and learning. Chen (2022) revealed that technology-
enhanced language learning reduced EFL learners’ public speaking anxiety. In a meta-analysis, Hao et al. (2021)
found that technology-assisted second language (L2) vocabulary learning helped language learners more than
teaching without the use of technology. and the use of technology improved long-term vocabulary retention.

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However, some challenges and concerns about the use of ICT have been recognized in the EFL arena as well.
Blake (2008) clarifies that technologically enhanced activities do not ensure success for students in language
classes, but instead the way technology is used with a strong pedagogical planning produces satisfactory results.
In another study, Azmi (2017) points out that appropriate implementation of ICT in English language teaching
requires careful planning and well-defined objectives. Çakıcı (2016) mentions some certain disadvantages of using
ICT in EFL classrooms like inexperienced teachers about ICT use, problems in classroom management,
challenges in choosing the most suitable tool with the content, the cost. In a study by Irgatoğlu (2021), it was
revealed that the opportunity of ICT to provide authentic materials is the most motivating factor for EFL
instructors, while the problems of technical support and nonavailability of ICT facilities are the most preventing.
Moreover, Papadima-Sophocleous et al. (2014) found that despite policymakers’ interest, language teachers have
some hesitations in using ICT in their classes and more studies are needed to elucidate the impact of technology
use in language classrooms.

As with the use of other technologies in education, the relatively new technology of artificial Intelligence (AI) is
a subject of debate among educators as it offers both some benefits and drawbacks in the teaching learning
processes. A study by Kikalishvili (2023) demonstrated that the AI technology is helpful in terms of creating an
interactive learning environment which encourage student engagement with the content material and hereby
supports learning process; however, along with AI’s potential to enhance educational experiences, it was noted
that it can cause academic misconduct and plagiarism. Chukwuere (2024) found that the use of ChatGPT can
provide both some advantages like providing individualized instruction, encouraging feedback and student
interaction, easy access to learning, and the disadvantages like inability to comprehend emotions, the lack of social
interaction, technological limitations, and depending too much on ChatGPT. In a recent review study, Gökçearslan
et al. (2024) reported both advantages and disadvantages of AI chatbots for both students and educators. In the
study, increased motivation, language skill development, and increased performance were reported as the
advantages for learners while limited interaction, misleading answers, and limited individualized feedback were
the most common disadvantages. Regarding the educators, cost-effectiveness, reducing workload, and providing
educational resources were reported as the advantages while the disadvantages include the originality and
plagiarism, the inability to determine the level of readiness and the difficulty in the development of AI-based
applications.

The benefits of Al technology in enhancing second or foreign language learning experiences in many aspects are
widely recognized in the literature. Studies (Sumakul et al., 2022; Vera, 2023) show that EFL teachers are of the
opinion that the AI technology could help both teaching and learning processes in the EFL classes. A study by
Chen (2022) revealed that the instructional feedback generated by AI decreased EFL learners' public speaking
anxiety. Alharthi (2024) reported that Siri, Apple’s mobile intelligent assistant, improved EFL learners’
pronunciation skills more than in-class instruction. In Tai and Chen’s (2020) study, it was demonstrated that
Google Assistant fostered EFL learners’ willingness to communicate, enhanced communicative confidence, and
decreased speaking anxiety. Dizon (2020) found that the use of intelligent personal assistant, Alexa, promoted L2
speaking skills. In another study, Amazon Echo was found to be helpful in assisting L2 learners’ pronunciation
practice (Moussalli & Cardoso, 2016). Marzuki et al. (2023) underscore the potential benefits of AI writing tools

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in improving the quality of EFL student writing. A meta-analysis by Seyyedrezaei et al. (2022) revealed that the
applications of educational technology produce a major positive effect on EFL/ESL learners’ writing performance.
Despite the considerable amount of research results on the benefits of AI technology in EFL education, there
exists studies discussing the cons of AI. In their studies, Eliott (2024) and Mohamed (2024) bring the concerns
about the use of AI in EFL settings into focus due to its inhibiting effects on research and critical thinking skills.
In another study, Rukiati et al. (2023) assert that the position of human as teachers, bias in AI algorithms, privacy,
and the quality of the AI-based applications are the concerns that should be addressed to make the most of AI
technology. Vera (2023) addresses the importance of creating a responsible and ethical use of these technologies
in the EFL classroom.

Developed by the American AI research lab OpenAI, ChatGPT is an artificial intelligence (AI) chatbot and was
launched in November 2022 (Xames & Shefa, 2023). It “uses a pre-trained generative language model to
understand user questions, consider context, and generate accurate and relevant conversational responses” (p. 4)
and the most well-known versions are GPT-1, GPT-2, GPT-3, and GPT-4 (Sarrion, 2023). The potential
opportunities of ChatGPT for both teaching and learning processes in general educational setting (Kasneci et al.,
2023; Sullivan et al., 2023; Xames & Shefa, 2023) and in advancing EFL learners’ English proficiency (Baskara,
2023; Eliott, 2024; Karataş et al., 2024; Koraishi, 2023; Mohamed, 2024; Tseng & Lin, 2024) have been reflected
in the literature. However, some limitations and biases concerning the adoption of ChatGPT in the education
context have been reflected. In their study, Kasneci et al. (2023) emphasize the privacy, security, environmental,
regulatory and ethical requirements that should be met in the integration of ChatGPT into education. Xames &
Shefa (2023) address the challenges and concerns such as AI authorship, nonexistent references, unintentional
plagiarism, biases, and copyright and ethical issues.

As discussed above, the use of technology in varying forms has been subject to considerable debate in the
educational research area, highlighting both advantages and concerns. Similarly, researchers continue to hold
intense discussions on the use of ChatGPT, a state-of-the-art natural language generation model developed by
OpenAI, and its impact in both learning and teaching processes. Furthermore, the need for further research to
reveal the effects of ChatGPT in EFL learning (Abdelhalim, 2024; Mohamed, 2024) as well as in general
educational setting (Kasneci et al., 2023; Sullivan et al., 2023) was indicated. Therefore, the aim of this study was
to carry out a systematic review of the studies to explore the impact of ChatGPT in EFL learning and teaching, an
area which needs further investigation. In line with this aim, the relevant studies published in Web of Science
(WoS) database from 2022 to 2024 and in the category of education were reviewed. The study is thought to be
useful for both researchers in the field of EFL education and EFL educators who want to integrate AI technologies
into their practice. Following research questions were addressed:

1. What are the advantages of using ChatGPT in EFL teaching and learning processes?

2. What are the drawbacks of using ChatGPT in EFL teaching ang learning processes?

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Method
Research Design

This study focused on the impact of ChatGPT on EFL learning and teaching, to gain a comprehensive
understanding of its advantages and drawbacks in the EFL field. Therefore, the present study is designed as a
systematic review. Bruce and Mollison (2004) state that “A systematic review is a critical synthesis of research
evidence, which involves analysis of all available and relevant evidence in a systematic, objective and robust
manner” (p. 13). The authors further clarify that it is a formal, meticulous methodological process with overcomes
the subjectivity of traditional narrative reviews. The key stages of a systematic review include “the clarification
of the research question, comprehensive identification of relevant literature, explicit inclusion criteria, critical
assessment of included studies, summarizing data in an informative manner and interpretation of findings” (p.
16).

The Manuscript Selection Process

A search was performed in the Web of Science database for available literature on the use of ChatGPT in the EFL
teaching and learning. The Web of Science database was chosen as it is known as the most extensive and reliable
academic information resource library in the world (Ferhatoglu et al., 2020; Lv et al., 2021). The keywords used
for the search were “ChatGPT”, “English language learning” and “foreign language learning”. Article date was
not identified as a criterion in the manuscript selection process as ChatGPT was launched in November 2022 and
all the relevant studies started since then. Therefore, all the relevant literature from 2022 to 2024 were included.
The keywords were searched in the “All Fields” filter in the WoS database. Article and early access were chosen
as the document type while review articles and proceeding papers were excluded. Education educational research,
Computer science cybernetics, Computer science interdisciplinary applications, Language linguistics, Linguistics,
Multidisciplinary sciences, Computer science theory methods were chosen as Web of Science search areas. The
last search was conducted on 12 May 2024. Inclusion and exclusion criteria were given in Table 1 below. Article
selection process was presented in Figure 1 below.

Table 1. Inclusion and Exclusion Criteria

Criterion Exclusion
Inclusion
Article topic Discuss ChatGPT into EFL teaching and Discuss ChatGPT into another field of study
learning
Document type Review article, proceeding paper
Article, early access
Web of science Education educational research, Computer Other categories
category science cybernetics, Computer science
interdisciplinary applications, Language
linguistics, Linguistics, Multidisciplinary
sciences, Computer science theory methods
Article availability Non‐full‐text articles
Full text articles
Article language Non-English
English

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Key words search

Identification
“ChatGPT” n=5187
“English language learning” n=776
“Foreign language learning” n=44

Document type Review articles and proceeding

Article and early access n= 38 papers excluded n=6

Web of Science Category

Filtration

Education educational research,

Language linguistics, Linguistics,
Computer science cybernetics,
Computer science theory methods
Multidisciplinary sciences,
Computer science interdisciplinary
applications n= 27

All articles were available in full

Eligibility

text
n= 27

ChatGPT into EFL teaching and ChatGPT into another field of study
Included

learning n= 6
n= 21

Figure 1. Article Selection Process

Results

The aim of this study was to carry out a systematic review of the studies to explore the impact of ChatGPT in EFL
education by focusing on its advantages and drawbacks. Through an analysis of the existing studies published in
the WoS database, the advantages and drawbacks of using ChatGPT in EFL teaching ang learning processes were
identified. The relevant studies included in this review were categorized according to their research design and
their main findings were summarized in the tables. Table 2 presents the main results of the three experimental
studies, Table 3 presents the main results of the five mixed-method studies, Table 4 presents the main results of
the ten qualitative studies, and lastly Table 5 presents the main results of the three quantitative studies.

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Table 2. The Main Results of the Experimental Studies

AUTHOR(S) RESEARCH AIM PARTICIPANTS (if MAIN RESULTS
AND YEAR OF AND LANGUAGE available)
PUBLICATION SKILLS OR
ASPECTS
Boudouaia et al. The use and 76 undergraduate ChatGPT-4 had a beneficial effect on
(2024) acceptance of students participating in students’ EFL writing skills, which
ChatGPT-4 in an EFL program ultimately led the students to accept
students' EFL the tool. The main reason for its
writing acceptance was its potential
usefulness in putting students’
previous knowledge of EFL writing
into practice. Experimental group’s
views were reported to be improved
which could be attributed to the use of
ChatGPT.
Özçelik and Ekşi The impact of 11 undergraduate The students found ChatGPT useful
(2024) ChatGPT on the students for the acquisition of formal register
acquisition of knowledge but did not find it
register knowledge necessary for informal writing.
in a variety of writing
tasks
Young and ChatGPT's potential - ChatGPT generated reference
Shishido (2023) for creating reference dialogues are mostly suitable for
dialogues to help elementary level students. The
EFL learners dialogues are easy to understand,
improve English. allowing students at this level to
understand most of the vocabulary
used. In addition, a significant
proportion of the dialogues generated
for intermediate level students
provide sufficient stimulation to learn
new words.

Table 3. The Main Results of the Mixed-Method Studies

AUTHOR(S) RESEARCH AIM PARTICIPANTS (if MAIN RESULTS
AND YEAR OF AND LANGUAGE available)
PUBLICATION SKILLS OR ASPECTS
Alenizi et al. Teachers’ views on Questionnaire-199 EFL ChatGPT was perceived as
(2023) integrating ChatGPT special education teachers moderately effective with
into special education Interviews-5 EFL special moderate obstacles. Female
EFL instruction education teachers teachers were more likely to use
it.
Abdelhalim The impact of EFL Questionnaire-27 Metacognitive awareness level
(2024) students' level of undergraduate students significantly predicted students'
metacognitive awareness enrolled in an English views and practices of ChatGPT.
on their views, use and Language and Literature
satisfaction with program
ChatGPT in developing Interviews-14
research competence. undergraduates
Liu et al. (2024) Chinese EFL learners' Questionnaire-867 A theoretically grounded model
recognition and Chinese EFL learners has been developed. This model
acceptance of GPT Interviews-20 Chinese explains EFL learners' adoption
technologies in informal EFL learners of new GPT technologies. The
digital English learning interview results provide
examples of EFL learners'
acceptance and use of GPT

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technologies for informal digital

English learning purposes.
Gao et al. (2024) EFL university teachers’ 95 EFL teachers from Neglect of traditional learning
views about the Chinese universities resources, academic integrity,
integration of Large over-reliance were the main
Language Models in concerns regarding the
language education integration of Large Language
Models (LLMs).
Yan (2024) EFL learners' feedback 3 EFL learners with The key factors that determine
seeking skills in the different language students' development of
writing classroom using proficiencies and feedback seeking skills were
ChatGPT as an technological identified.
automated provider of competences at a Chinese
written corrective university
feedback and their
perceptions

Table 4. The Main Results of the Qualitative Studies

AUTHOR(S) RESEARCH AIM PARTICIPANTS MAIN RESULTS
AND YEAR OF AND LANGUAGE (if available)
PUBLICATION SKILLS OR
ASPECTS
Karataş et al. The effect of 13 preparatory class ChatGPT can improve language
(2024) ChatGPT on students' students studying proficiency while increasing learner
language learning English at the motivation and engagement. Over-
experience and its School of Foreign reliance on ChatGPT, connection
advantages and Languages at a problems, encouraging students to take
disadvantages in EFL university in the easy way out in learning processes,
teaching Türkiye and limited effectiveness for practicing
speaking were reported as drawbacks.
Xiao and Zhi Students’ experiences 5 undergraduate ChatGPT can help students complete
(2023) with ChatGPT and students from language tasks and provide instant
their perceptions of different disciplines feedback and personalized learning
at a Chinese experiences.
university
Tseng and Lin The integration of 15 junior or senior GPT-3.5 speeds up the writing process by
(2024) GPT-3.5 within a non-native English providing immediate feedback and
university-level EFL speaking creating content ideas. It also encourages
writing course undergraduate critical thinking and help them develop a
students at a private distinctive writing voice.
university in Taiwan
Yeh, (2024) The integration of 13 in-service AI technologies enabled teachers to
ChatGPT into EFL teachers enrolled in design interactive and adaptive learning
teacher learning an 18-week materials. The adaptability of AI tools
advanced graduate improved students' listening and speaking
course titled English skills.
Teaching Methods
Mohamed (2024) Faculty members’ 10 EFL faculty ChatGPT enhanced students' English
views on ChatGPT as members proficiency. Faculty members found
a tool for learning ChatGPT’s responses quick and accurate;
EFL however, its negative effects on students'
critical thinking and research skills, and
its possible support in bias or
misinformation were reported as
disadvantages.
Bao and Li Graduate student 5 graduate student The capability of ChatGPT to generate
(2023) instructors’ instructors enrolled ideas, texts, grammar and comprehension

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exploration and in a graduate-level questions were reported as its

integration of course opportunities, while unnatural answers
ChatGPT into and its limited ability about Chinese
language teaching language were its disadvantages.
Derakhshan and EFL teachers’ 30 EFL teachers ChatGPT can both benefit and harm L2
Ghiasvand perceptions of who were active in language education. Increasing learner
(2024) ChatGPT’s potentials research and autonomy, providing individualized
and threats for L2 practice and learning, reducing teachers' workload
learning, teaching, teaching English in were reported as some potentials while
assessment, and different state ChatGPT’ negative effects on creativity
research universities and academic integrity, supporting
cheating, spreading false and
misinformation, and encouraging
plagiarism were reported as threats.
Nugroho et al. Students' experiences 12 EFL learners Some benefits of translation, accuracy
(2024) of using ChatGPT to who used ChatGPT and efficiency in writing, generating
provide scaffolding in academic writing ideas, and practicality were reported as
for essay writing. It classes some advantages. Students had some
also reveals students' criticisms regarding misinformation and
views of ChatGPT. academic dishonesty.
Yan (2023) Students’ views and 8 Chinese The findings revealed the convenience of
behaviors of undergraduate EFL ChatGPT in writing classrooms. Some
ChatGPT in writing majors concerns related to ethical issues and
classrooms equity were reported.
Zou and Huang Doctoral students' 215 doctoral ChatGPT served as a self-learning tool for
(2023) perceptions of students at a public writing, supporting students at all stages
ChatGPT's impact on university of their writing process. In addition,
writing. concerns reported included learning loss,
authorial voice, unintelligent writing,
academic integrity, and social/safety
risks.

Table 5. The Main Results of the Quantitative Studies

AUTHOR(S) RESEARCH AIM PARTICIPANTS (if MAIN RESULTS
AND YEAR OF AND LANGUAGE available)
PUBLICATION SKILLS OR
ASPECTS
Dehghani and Factors influencing the 234 Iranian EFL Iranian EFL teachers had generally
Mashhadi (2024) adoption of ChatGPT teachers positive views towards ChatGPT. The
for English language ease of use of ChatGPT was
teaching positively related to the perception of
its usefulness.
Xu and Thien The factors that 432 first- and second- Intention to use ChatGPT for English
(2024) influence the intention year undergraduate learning was directly influenced by
of Chinese students at two Chinese effort and performance expectancy,
undergraduate EFL universities social influence and perceived
students to use enjoyment.
ChatGPT for their
English language
learning.
Guo and Wang ChatGPT's role in Five Chinese EFL ChatGPT produced various and more
(2024) teaching and learning teachers feedback than teachers in a very short
writing. time.

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Discussion

This research aimed to investigate the role of ChatGPT, a Large Language Model (LLM)-based chatbot, in the
EFL teaching and learning practices. By reviewing a total of twenty-one relevant articles extracted from the
prestigious database of WoS, it was attempted to get a better insight into the advantages and drawbacks of using
ChatGPT in the field of EFL education. The findings of the reviewed studies provided insights into the potential
advantages and drawbacks of ChatGPT that can enhance its efficient use for effective EFL teaching and learning.
Regarding research question one, which concerns the advantages of using ChatGPT in EFL teaching ang learning
processes, results show that ChatGPT has the potential to enhance students’ learning experiences and teachers’
instructional practices in the EFL context. Concerning overall EFL proficiency, studies (Boudouaia et al., 2024;
Mohamed, 2024) point out that ChatGPT can help students improve their overall language proficiency. Similarly,
regarding language skills, Karataş et al. (2024) reported positive effects of ChatGPT in students’ learning
experiences, especially in writing, grammar, and vocabulary as well as its potential to foster motivation and
engagement; however, limited impact on speaking skills and no impact on listening skills were reported. Unlike
Karataş et al. (2024), Yeh (2024) reported that the in-service teachers believed that AI tools enhanced students’
listening and speaking skills. Xiao and Zhi (2023) highlight the potential of ChatGPT in EFL education as a
helpful learning partner in completing language-related tasks. Young and Shishido (2023) report that the reference
dialogues generated by ChatGPT might be helpful especially for elementary level EFL learners as they provide
speaking, reading and listening practices simultaneously. In addition to its advantages in improving diverse
language skills, ChatGPT was also reported to be helpful in terms of enhancing learner autonomy, providing
individualized learning opportunities for students, relieving teachers’ burden by developing rubrics that can be
used in student assessment processes and summarizing academic papers which take up teachers’ time and energy
(Derakhshan & Ghiasvand, 2024), generating ideas for class activities, comprehension questions, texts, grammar
exercises (Bao & Li, 2023); as well as contributing to students’ academic achievement and language learning
motivation to actively participate in language learning activities (Gao et al., 2024). In addition to these advantages,
Mohamed (2024) suggests the advantages of immediate feedback, motivation enhancement, individualized
instruction, broad base of knowledge, low cost, proper responses, and the advantage of practicing EFL skills out
of the class for students. Liu et al. (2024) also emphasize that ChatGPT technologies are easy to adopt for students.

It is clear from the systematic literature review that studies mostly tend to focus on the writing skill (Boudouaia
et al., 2024; Guo & Wang, 2024; Nugroho et al., 2024; Özçelik & Ekşi, 2024; Tseng & Lin, 2024; Yan, 2023;
Yan, 2024; Zou & Huang, 2023) and acknowledge ChatGPT’s positive effects on EFL writing. Some of these
potential positive effects include improving the organization of students’ written works (cohesion and coherence),
supporting them in accurate grammar use during the writing process, increasing their vocabulary knowledge
(Boudouaia et al., 2024); offering immediate feedback, creating content ideas, and accelerating the writing process
(Tseng & Lin, 2024); translation and writing efficiency (Nugroho et al., 2024), producing a larger amount and
different types of feedback in a very short time compared to teacher feedback (Guo & Wang, 2024), its speed in
text creation, general quality and high standards of academic writing, that is, its convenience and applicability for
writing skill (Yan, 2023); supporting students across all writing stages (pre-, while-, and post-) as a self-learning
tool (Zou & Huang, 2023). However, it deserves mentioning that, in the study by Özçelik and Ekşi (2024),

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although ChatGPT was reported to have a beneficial effect on acquiring formal register knowledge, the same
beneficial effect was not applicable for informal writing. These positive effects of ChatGPT on EFL writing
proficiency can be explained by its potential to provide individualized practice and explanations (Alenizi et al.,
2023; Boudouaia et al., 2024), immediate feedback (Xiao & Zhi, 2023), and/or its ability to develop critical
thinking (Tseng & Lin, 2024).

A substantial amount of the study results included in this review are based on EFL students and teachers’
perceptions. The systematic analysis of these studies show that both students (Abdelhalim, 2024; Karataş et al.,
2024; Nugroho et al., 2024; Xiao & Zhi, 2023; Zou & Huang, 2023) and teachers (Bao & Li, 2023; Dehghani &
Mashhadi, 2024; Gao et al., 2024; Guo & Wang, 2024; Mohamed, 2024; Yeh, 2024) generally indicate positive
perceptions regarding the use of ChatGPT in EFL learning. However, in the study by Alenizi et al. (2023), the
EFL teachers found ChatGPT as moderately affective tool for EFL learning. Furthermore, metacognitive
awareness level was reported to have a significant effect on EFL students’ perceptions and practices of ChatGPT
and prompt formulation, systematic thinking, self-regulation strategies, and trust in AI were reported as the key
factors for using it in an efficient way (Abdelhalim, 2024). Perceived usefulness and perceived ease of use were
reported as the factors affecting ChatGPT’s acceptance by the EFL teachers (Dehghani & Mashhadi, 2024).
Besides, effort and performance expectancy, social influence and perceived enjoyment were reported as the factors
which have direct effects on intention to use ChatGPT for language learning (Xu & Thien, 2024). Teachers’
knowledge of content and pedagogy were reported to affect their use of technology (Bao & Li, 2023).
Furthermore, despite their limited number, experimental studies (Boudouaia et al., 2024; Özçelik & Ekşi, 2024;
Young & Shishido, 2023) considerably confirm other study results indicating the potential of ChatGPT in
enhancing EFL proficiency.

Regarding the second research question, which concerns the drawbacks of using ChatGPT in EFL teaching and
learning processes, research results show that despite the positive perceptions mentioned by both EFL teachers
and students, ChatGPT’s limitations and some concerns regarding its use in EFL education have been emphasized.
Main concerns and drawbacks expressed by students about ChatGPT’s use in the EFL context include excessive
dependence on it, some technical problems, encouraging students to take the easy way out in learning processes
(Karataş et al., 2024), reliability issues, its inability to understand informal registers (Özçelik & Ekşi, 2024),
ChatGPT’s mono-modal interface, common sense deficiency, lack of the ability to learn from experiences (Liu et
al., 2024); ethical issues like academic dishonesty and misinformation (Nugroho et al., 2024); learning loss and
safety risks (Zou &Huang, 2023). Some drawbacks expressed by EFL teachers include lack of emotional support
and nonverbal cues, limited opportunities to practice listening and speaking skills, time consumption (Alenizi et
al., 2023); its negative effects on critical thinking and research skills, problems related to privacy and ethical
issues (Mohamed, 2024); unnatural answers, its limited ability to process some languages (Bao & Li, 2023);
negative effects on creativity and academic integrity, negative support in cheating (Derakhshan & Ghiasvand,
2024); disregarding traditional learning sources, extra time for planning, potential treats towards teachers’ identity
(Gao et al., 2024); too long, difficult and irrelevant feedbacks (Guo & Wang, 2024); academic dishonesty
(plagiarism) and educational inequity (Yan, 2023).

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It is clear from the above discussion that ChatGPT does indeed provide advantages as well as some limitations
and drawbacks for both students and teachers in the EFL teaching and learning processes. As technology continue
to advance at a rapid pace, we can expect more advanced AI tools and application that will revolutionize the future
of EFL education. It really seems impossible to avoid technology in the EFL teaching and learning processes as
it has been integrated in our lives. Furthermore, we cannot ignore its benefits for both students and teachers in the
EFL context if used in an ethical way and integrated properly into EFL lessons. Therefore, as indicated in the
literature, EFL teachers need to develop the necessary skills and knowledge via trainings to efficiently make use
of the AI tools in their classrooms (Bao & Li, 2023; Mohamed, 2024), and teachers should model their students
in terms of its ethical use (Boudouaia et al., 2024). In this respect, Dehghani & Mashhadi’s (2024) suggestion as
to the integration of ChatGPT’s ethical practices into the teacher training programs sounds reasonable.

It should be noted that the number of the available experimental studies conducted on the use of ChatGPT in the
EFL context is rather low, which prevents reaching definite conclusions regarding the values of ChatGPT in the
EFL context. Therefore, there is clearly a need for further studies, especially experimental ones, to better
understand the effectiveness and potential drawbacks of ChatGPT in the EFL arena. Moreover, as indicated by
Abdelhalim (2024), the literature on the use of ChatGPT primarily focuses on the perspectives of scholars and
teachers, it is of vital importance to conduct studies to get students’ views regarding the integration of Chat GPT
in EFL learning. Furthermore, this study has some limitations which could affect the generalizability of the
findings. First and foremost, the studies included in this systematic review were extracted from the WoS databases.
Future research can retrieve articles from other databases which could possibly include relevant high-impact
articles. Secondly, future systematic reviews can focus on the articles in languages other than English. Lastly, the
number of the experimental studies focusing on the role of ChatGPT in EFL context is rather low. Therefore, the
role of ChatGPT in teaching and learning of other languages as a foreign language can be covered in future
systematic reviews.

Conclusion

The purpose of this systematic review was to identify the impact of ChatGPT in the EFL education with a special
focus on its benefits and disadvantages. After reviewing a total of twenty-one full-text articles from the WoS
database, it can be concluded that ChatGPT is a promising tool that can support both EFL students’ learning
experiences and teachers’ instructional activities both in and out of class. The main advantages of ChatGPT in the
EFL context include enhancing general language proficiency and various language skills (such as grammar,
vocabulary, syntax, writing, listening, speaking, reading) and promoting language learning motivation, enhancing
learner autonomy, providing personalized learning opportunities, reducing teachers’ burden, immediate feedback,
broad base of knowledge, low cost, opportunity to practice EFL skills out of the class for students. However,
along with its benefits, potential limitations and drawbacks were also addressed in these studies. The main
limitations and drawbacks expressed by students are excessive dependence on ChatGPT, technical problems,
reliability issues, its inability to understand informal registers, ChatGPT’s mono-modal interface, common sense
deficiency, ethical issues and safety risks. In addition, lack of emotional support and nonverbal cues, limited
opportunities to practice some language skills, its negative effects on critical thinking and research skills, problems

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related to privacy and ethical issues, its negative effects on creativity and academic integrity, potential treats
towards teachers’ role and identity, too long feedback and educational inequity are some main drawbacks
expressed by EFL teachers.

Author(s)’ Statements on Ethics and Conflict of Interest

Ethics Statement: I hereby declare that research/publication ethics and citing principles have been considered in
all the stages of the study. I take full responsibility for the content of the paper in case of dispute.
Statement of Interest: I have no conflict of interest to declare.
Funding: None
Acknowledgements: None

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