Generative artificial intelligence tools in university English language education: A systematic review

Abstract

The integration of generative artificial intelligence (GenAI) into university-level English language education has accelerated in recent years, prompting a surge in empirical research. This study systematically reviews 20 peer-reviewed articles to explore the types of GenAI tools used, their pedagogical applications, and their impacts on teaching and learning in English language classrooms. Findings reveal that chatbots and large language models (LLMs) are the most commonly used GenAI tools, followed by mobile applications and chatterbot avatars. GenAI tools are primarily applied to academic writing, grammar, speaking and vocabulary, and reading comprehension. Teachers use GenAI for grading and feedback, while students engage with it for writing, speaking practice, and comprehension tasks. The study highlights the need for broader guidelines for effective and ethical GenAI use in university settings.