Revisiting the studies on ChatGPT in higher institution language learning and future directions: A systematic literature review
Revisiting the studies on ChatGPT in higher institution language learning and future directions: A systematic literature review

Summary/Abstract: The utilization of ChatGPT in language education has recently emerged as a prominent topic due to its ability to revolutionize conventional teaching and learning approaches. This study followed PRISMA guidelines to investigate recent trends, outcomes, limitations, and recommendations regarding the application of ChatGPT in higher institution language learning based on studies published between 2023 and 2024 in the Web of Science database. After a stringent screening process adhering to established inclusion and exclusion criteria, 32 empirical studies were identified as eligible for analysis. With 81.3% of the studies carried out in 2024, the results demonstrate a rapid rise in research examining the use of ChatGPT in language learning in higher education institutions. 50% of the studies employed qualitative methodologies. Findings show that theoretical frameworks, including SDT, the UTAUT, and TPACK, were employed to contextualize ChatGPT’s function in promoting learner autonomy and the adoption of ChatGPT. Geographically, Asia, especially China, dominates ChatGPT research output, particularly in the context of English language acquisition. Findings further revealed its significant advantages in higher institution language learning and acquisition, including enhanced writing and communication skills, personalized education, autonomy, motivation and engagement, and its function as a peer tutor. Nonetheless, obstacles such as inaccuracies, technical constraints, cultural biases, excessive dependence on AI, and ethical issues, including the risk of plagiarism, limit its widespread adoption.

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