Year: 2025
Type: article
Abstract: Artificial intelligence (AI) in education has become increasingly common in higher education, particularly in learning English as a second language (ESL). ChatGPT is a conversational AI model frequently used to support language acquisition by creating personalized, interactive learning experiences. This narrative review explored the impact of ChatGPT on ESL in higher education within the past three years. It employed a qualitative literature review using EBSCOhost, ERIC, and JSTOR databases. A total of 29 peer-reviewed articles published between 2023 and 2025 were selected for review. The Scale for the Assessment of Narrative Review Articles (SANRA) was applied as an assessment tool for quality and reliability. The results indicated that ChatGPT enhances learning outcomes in ESL by helping students improve their writing skills, grammar proficiency, and speaking fluency. Moreover, it fostered student engagement due to its personalized feedback and accessible learning resources. There were, however, concerns about plagiarism, factual errors, and dependency on AI tools. Although ChatGPT and similar models present promising opportunities and benefits in ESL education, there is a need for structured implementation and ethical guidance.
Source: Information
DOI: 10.3390/info16040316
Authors: Promethi Das Deep, Nara Martirosyan, Nitu Ghosh, Md. Shiblur Rahaman
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,930
OpenAlex ID: W4409552243