ISSN: 2226-6348
Open access
This systematic literature review explores the impact of using ChatGPT and other AI-driven tools in English as a Second Language (ESL) teaching and learning, employing a meta-analytic approach guided by the PRISMA methodology. A comprehensive search was conducted across three databases: Springer, Scopus and Google Scholar, resulting in the selection of 25 relevant articles. The review meticulously adheres to the PRISMA guidelines to ensure a transparent and replicable process, including identification, screening, eligibility and inclusion stages. The analysis synthesizes findings from diverse educational contexts, highlighting both the benefits and challenges of integrating ChatGPT and other AI-driven tools in English Language teaching and learning. The results demonstrate that ChatGPT and other AI-driven tools can significantly enhance learners' engagement and motivation, foster personalized learning, improve writing skills while also presenting challenges and concerns such as data privacy, ethical concerns, over-reliance on AI, and academic integrity. This review offers valuable insights for educators, policymakers and researchers interested in the potential and limitations of ChatGPT and other AI-driven tools in language education.
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