Scholarlink

<p>The integration of ChatGPT and other generative AI technologies into English as a Foreign Language (EFL) education has rapidly transformed pedagogical practices, teacher development, and student engagement. This thematic review synthesizes findings from thirteen recent empirical studies conducted between 2023 and 2024, offering a comprehensive examination of EFL teachers’ experiences, perceptions, and uses of ChatGPT in diverse educational contexts. Methodologically, the review is an integrative thematic synthesis of empirical studies, drawing on an inductive thematic analysis to consolidate and interpret evidence rather than to provide a narrative overview. The review identifies four major thematic strands: ChatGPT as a catalyst for teacher creativity, reflective practice, and pedagogical innovation; the development of professional AI competence and gaps in teacher education; ChatGPT role in enhancing teacher self-efficacy, student engagement, and psychological support; and the ethical concerns and pedagogical risks associated with AI integration. Studies were identified through searches of Scopus, Web of Science Core Collection, ERIC, and Google Scholar and were included when they reported primary data, focused explicitly on ChatGPT use in EFL teaching, learning, or teacher development, involved English language teachers as participants, and were published in English between 2023 and 2024 (<i>n</i> = 13). By critically mapping the benefits and challenges reported across contexts, this review highlights the urgent need for systematic AI literacy development, ethical guidelines, and equitable access strategies in EFL education. Beyond consolidating reported practices, opportunities, and risks, the synthesis clarifies enabling conditions and constraints shaping responsible uptake, thereby strengthening the conceptual contribution of the review to teacher education and AI governance discussions in language education. It also points to key directions for future research, including the exploration of culturally responsive AI applications, longitudinal impacts on professional growth, and the development of assessment tools for AI-mediated pedagogical competence. The findings aim to inform educators, researchers, and policymakers seeking to integrate ChatGPT thoughtfully and responsibly into language education while preserving the humanistic dimensions of teaching and learning.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A thematic synthesis of emerging research on English language teachers’ use of ChatGPT for language teaching

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月18日

查看全文
  • Ismail Xodabande

摘要

The integration of ChatGPT and other generative AI technologies into English as a Foreign Language (EFL) education has rapidly transformed pedagogical practices, teacher development, and student engagement. This thematic review synthesizes findings from thirteen recent empirical studies conducted between 2023 and 2024, offering a comprehensive examination of EFL teachers’ experiences, perceptions, and uses of ChatGPT in diverse educational contexts. Methodologically, the review is an integrative thematic synthesis of empirical studies, drawing on an inductive thematic analysis to consolidate and interpret evidence rather than to provide a narrative overview. The review identifies four major thematic strands: ChatGPT as a catalyst for teacher creativity, reflective practice, and pedagogical innovation; the development of professional AI competence and gaps in teacher education; ChatGPT role in enhancing teacher self-efficacy, student engagement, and psychological support; and the ethical concerns and pedagogical risks associated with AI integration. Studies were identified through searches of Scopus, Web of Science Core Collection, ERIC, and Google Scholar and were included when they reported primary data, focused explicitly on ChatGPT use in EFL teaching, learning, or teacher development, involved English language teachers as participants, and were published in English between 2023 and 2024 (n = 13). By critically mapping the benefits and challenges reported across contexts, this review highlights the urgent need for systematic AI literacy development, ethical guidelines, and equitable access strategies in EFL education. Beyond consolidating reported practices, opportunities, and risks, the synthesis clarifies enabling conditions and constraints shaping responsible uptake, thereby strengthening the conceptual contribution of the review to teacher education and AI governance discussions in language education. It also points to key directions for future research, including the exploration of culturally responsive AI applications, longitudinal impacts on professional growth, and the development of assessment tools for AI-mediated pedagogical competence. The findings aim to inform educators, researchers, and policymakers seeking to integrate ChatGPT thoughtfully and responsibly into language education while preserving the humanistic dimensions of teaching and learning.