Arab World English Journal (AWEJ) Volume 14. Number 4 December 2023                                 Pp.3-18

 Full Paper PDF

The Impact of ChatGPT on English Language Teaching, Learning, and Assessment:
A Rapid Review of Literature 

Joel C. Meniado
SEAMEO Regional Language Centre
30 Orange Grove Road, 258352 Singapore


Received: 08/11/2023          Accepted:11/29/2023              Published:  12/15/2023


This study aimed to explore the impact of ChatGPT on English language teaching, learning, and assessment. Specifically, it aimed to answer the following questions: 1) How can ChatGPT enhance English language learning, teaching, and assessment? and 2) What are the issues associated with ChatGPT in terms of language teaching, learning, and assessment? Utilizing Rapid Literature Review as a methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study found that ChatGPT can support and enhance English language learning by providing meaning-focused inputs, offering scaffoldings during the production of meaning-focused outputs, giving feedback on the accuracy of learners’ language outputs, and facilitating fluency development through extensive language practice. Moreover, this study also found that ChatGPT can enhance English language teaching by assisting teachers in designing bespoke lesson plans, facilitating language learning inside and outside language classrooms, developing customized instructional materials, assessing L2 learning, and giving immediate, individualized feedback. However, despite the benefits it can provide to English language teachers and learners, its use in the classroom is faced with many issues such as inaccurate responses, academic dishonesty and plagiarism, skills deterioration, generic responses, inherent biases, privacy breaches, non-emotionality, technical limitations, educational inequity, and teacher job security threat. Detailed results and implications for policymaking and language teacher development are discussed.
keywords: ChatGPT in English language teaching (ELT), ChatGPT and language assessment, generative Artificial
Intelligence, impact of ChatGPT on L2 learning, issues of ChatGPT

Cite as: Meniado, J.C. (2023). The Impact of ChatGPT on English Language Teaching, Learning,
and Assessment: A Rapid Review of Literature   Arab World English Journal, 14 (4). 3-18.


Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429.

Ali, J.K.M., Shamsan, M.A.A., Hezam, T.A., & Mohammed, A.A.Q. (2023). Impact of ChatGPT on learning motivation: Teachers and students’ voices. Journal of English Studies in Arabia Felix, 2(1), 41–49.

Barrot, J.S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57.

Bin-Hady, W.R.A., Al-Kadi, A., Hazaea, A., & Ali, J.K.M. (2023). Exploring the dimensions of ChatGPT in English language learning: a global perspective. Library Hi Tech. Advance publication online.

Bonner, E., Lege, R., & Frazier, E. (2023). Large language model-based artificial intelligence in the language classroom: Practical ideas for teaching. Teaching English with Technology, 23(1), 23-41.

Chan, C.K.Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(43).

Dergaa, I., Chamari, K., Zmijewski, P., & Saad, H.B. (2023). From human writing to artificial intelligence generated text: examining the prospects and potential threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615-622.

Health, T .L. D. (2023). ChatGPT: Friend or foe? The Lancet: Digital Health, 5(3), e102.

Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies. Advance online publication.

Jeon, J., Lee, S., & Choi, S. (2023). A systematic review of research on speech-recognition chatbots for language learning: Implications for future directions in the era of large language models. Interactive Learning Environments. Advance online publication.

Kohnke, L., Moorhouse, B.L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550.

Koraishi, O. (2023). Teaching English in the age of AI: Embracing ChatGPT to optimize EFL materials and assessment. Language Education & Technology(LET Journal), 3(1), 55-72.

Kovačević, D. (2023). “Use of ChatGPT in ESP Teaching Process,” 2023 22nd International Symposium INFOTEH-JAHORINA (INFOTEH), East Sarajevo, Bosnia and Herzegovina, 2023, pp. 1-5.

Meniado, J. C. (2023a). Empowering Southeast Asian English language teachers to thrive in the age of Artificial Intelligence (AI). TEIS News: The Newsletter of the Teacher Educator Interest Section. Retrieved from

Meniado, J. C. (2023b). Meniado, J. C. (2023). Digital language teaching 5.0: Technologies, trends, and competencies. RELC Journal54(2), 461-473.

Mertler, C. A. (2019). Introduction to educational research (2nd ed.). Sage.

Mizumoto, A., & Masaki, E. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2).

Mohamed, A.M. (2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members. Education and Information Technology. Advance online publication.

Nation, P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2–13.

Orrù, G., Piarulli, A., Conversano, C., & Gemignani, A. (2023). Human-like problem-solving abilities in large language models using ChatGPT. Frontiers in artificial intelligence, 6, 1199350.

Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 2021, 372.

Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2), 1-24.

Ross, E.A.S. (2023). A new frontier: AI and ancient language pedagogy. The Journal of Classics Teaching, 1-19.

Roumeliotis, K. L., & Tselikas, N. D. (2023). ChatGPT and open-AI models: A preliminary review. Future Internet, 2023, 15, 192.

Rudolph, J., Tan, S., & Tan. S. (2023). Chatgpt: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363.

Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative classrooms. Assessing Writing, 57(2023).

Tricco, A.C., Antony, J., Zarin, W., Strrifler, L., Ghassemi, M., Ivory, J., Perrier, L., Hutton, B., Moher, D., Straus, S.E. (2015). A scoping review of rapid review methods. BMC Med, 13, 224.

United Nations Educational, Scientific, and Cultural organization [UNESCO]. 2023. ChatGPT and artificial intelligence in higher education: Quick start guide. Paris: France.

Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies. Advance publication online.

Young, J.C., & Shishido, M. (2023). Investigating OpenAI’s ChatGPT potentials in generating chatbot’s dialogue for English as a foreign language learning. International Journal of Advanced Computer Science and Applications, 14(6), 65-72.

Received: 08/11/2023
Accepted: 11/29/2023 
Published: 12/15/2023

Dr. Joel C. Meniado is a language specialist at the SEAMEO Regional Language Centre in Singapore, where he teaches a range of courses on ELT pedagogy, ELT technologies, and classroom-based research. He also serves for the TESOL Professional Development Council. ORCID: