A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching
This systematic review aims to explore published research on the use of ChatGPT in language learning between November 2022 and November 2023, outlining the types of papers, methodologies adopted, publishing journals, major research trends, topics of interest, and existing gaps demanding attention. T...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | Computers and Education: Artificial Intelligence |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X24000699 |
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| author | Belle Li Victoria L. Lowell Chaoran Wang Xiangning Li |
| author_facet | Belle Li Victoria L. Lowell Chaoran Wang Xiangning Li |
| author_sort | Belle Li |
| collection | DOAJ |
| description | This systematic review aims to explore published research on the use of ChatGPT in language learning between November 2022 and November 2023, outlining the types of papers, methodologies adopted, publishing journals, major research trends, topics of interest, and existing gaps demanding attention. The PRISMA framework was utilized to capture the latest published articles, selecting 36 articles that met the inclusion criteria. Findings extracted from this review include (1) authors worldwide contribute to this topic, with Asia and North America leading; (2) the wide distribution across various journals underscores the interdisciplinary nature of this research topic, such as computer science, psychology, linguistics, education, and other social sciences; (3) empirical research dominates the literature that is published, with the majority focusing on higher education and ethical considerations. Other findings include that ChatGPT plays multifaceted roles, supporting self-directed language learning, content generation, and teacher workflows. Research gaps include the need for diversified scopes, longitudinal studies, exploration of stakeholders’ perceptions, and assessments of feedback quality. |
| format | Article |
| id | doaj-art-686db16ccff9430bb8d313153e100b4c |
| institution | OA Journals |
| issn | 2666-920X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj-art-686db16ccff9430bb8d313153e100b4c2025-08-20T02:32:15ZengElsevierComputers and Education: Artificial Intelligence2666-920X2024-12-01710026610.1016/j.caeai.2024.100266A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teachingBelle Li0Victoria L. Lowell1Chaoran Wang2Xiangning Li3College of Education, Department of Curriculum and Instruction, Purdue University, United States; Corresponding author. Department of Curriculum and Instruction, Purdue University, Beering (Steven C.) Hall of Liberal Arts and Education, 100 N University St, West Lafayette, IN, 47907, United States.College of Education, Department of Curriculum and Instruction, Purdue University, United StatesWriting Department, Colby College, United StatesFaculty of Education, University of Cambridge, United KingdomThis systematic review aims to explore published research on the use of ChatGPT in language learning between November 2022 and November 2023, outlining the types of papers, methodologies adopted, publishing journals, major research trends, topics of interest, and existing gaps demanding attention. The PRISMA framework was utilized to capture the latest published articles, selecting 36 articles that met the inclusion criteria. Findings extracted from this review include (1) authors worldwide contribute to this topic, with Asia and North America leading; (2) the wide distribution across various journals underscores the interdisciplinary nature of this research topic, such as computer science, psychology, linguistics, education, and other social sciences; (3) empirical research dominates the literature that is published, with the majority focusing on higher education and ethical considerations. Other findings include that ChatGPT plays multifaceted roles, supporting self-directed language learning, content generation, and teacher workflows. Research gaps include the need for diversified scopes, longitudinal studies, exploration of stakeholders’ perceptions, and assessments of feedback quality.http://www.sciencedirect.com/science/article/pii/S2666920X24000699Systematic reviewArtificial intelligence (AI)ChatGPTLanguage learning |
| spellingShingle | Belle Li Victoria L. Lowell Chaoran Wang Xiangning Li A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching Computers and Education: Artificial Intelligence Systematic review Artificial intelligence (AI) ChatGPT Language learning |
| title | A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching |
| title_full | A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching |
| title_fullStr | A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching |
| title_full_unstemmed | A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching |
| title_short | A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching |
| title_sort | systematic review of the first year of publications on chatgpt and language education examining research on chatgpt s use in language learning and teaching |
| topic | Systematic review Artificial intelligence (AI) ChatGPT Language learning |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X24000699 |
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