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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

The integration of artificial intelligence (AI) into language instruction has presented new opportunities, with ChatGPT emerging as a promising tool for interactive and personalized learning. This systematic review examines the effectiveness, advantages, and drawbacks of the ChatGPT in English language teaching (ELT). To achieve this objective, peer-reviewed studies published between 2023 and 2024 were sourced from the Web of Science database and focused on those that explored ChatGPT for language instruction. Using standardized criteria, data extraction covered the study design, participants, interventions, outcomes, and quality assessments. The findings indicate that the ChatGPT significantly improves language teaching by providing personalized feedback, fostering learner autonomy, enhancing student motivation and engagement, and facilitating specific language skills. Moreover, its ability to simulate real-life conversations makes it an effective tool to improve language fluency and comprehension. Nevertheless, challenges have been highlighted, such as overreliance on AI, academic dishonesty, skill deterioration, biases in AI-generated content, and the digital divide affecting access to AI technology. Integrating AI into existing educational frameworks and addressing the need for teacher training have also emerged as significant concerns. The implications are provided based on these findings.

ltrq.2024.43.04.pdf

Original Research 

ltrq.2024.43.04.xml

The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review

Artificial Intelligence and ChatGPT for Language Education: A Research Agenda


Thematic Collection

Writing apprehension is an overwhelming feeling of stress and anxiety when writing in a foreign language. In the past ten years, it has been a hot topic of debate. Due to its influence on writing quality, this study aimed to investigate this topic among a group of university EFL students, measuring the level of this apprehension and identifying its main factors. To accomplish this objective, 137 Saudi EFL students were given a questionnaire containing 26 statements spanning four essential writing apprehension factors on a five-point Likert scale. The results indicated that Saudi EFL students generally received moderate writing apprehension. Negativity towards writing was the furthermost common factor of writing apprehension. Self-efficacy in writing was regarded as the least apprehensive factor compared to other writing apprehension factors. The potential causes of this apprehension in each factor were addressed. Statistically significant gender and university level differences were found favouring males and beginner university levels for negativity towards writing. Based on these findings, limitations and future study recommendations are suggested.

ltrq.2023.34.01.pdf

ltrq.2023.34.01.xml

A Study on the Nature of Writing Apprehension among Saudi Undergraduate EFL Students