Exploring the Landscape of Generative AI (ChatGPT)-Powered Writing Instruction in English as a Foreign Language Education: A Scoping Review

Abstract

Purpose Recent advancements in artificial intelligence (AI)-powered technologies, particularly ChatGPT, have sparked significant interest in English as a Foreign Language (EFL) education. This review aims to explore the landscape of ChatGPT's application in EFL writing. Design/Approach/Method Given the nascence of this field, the study conducts a scoping review by analyzing 16 empirical studies published before December 2023 to investigate the role of ChatGPT in EFL writing. Findings The review explores the current and potential uses of ChatGPT in EFL writing, highlighting its dual role as both a writing assistant and an assessment tool. On one hand, ChatGPT is widely acknowledged for providing real-time feedback that enhances writing quality and efficiency. On the other hand, challenges and concerns remain prevalent. Originality/Value The findings reveal key gaps in the literature, such as the need for more interdisciplinary research, the adaptation of AI models to meet the linguistic and cultural needs of EFL learners, and the integration of multimodal AI tools. The review emphasizes the importance of critical thinking and information literacy training for educators and students while addressing ethical considerations. These insights offer a roadmap for future research and the practical implementation of AI in language education, providing valuable guidance for different stakeholders.

Ähnliche Arbeiten