ChatGPT and Adult English Language Learning: A Scoping Literature Review

Abstract

This research explores the role of ChatGPT in adult English language learning and teaching through a scoping literature review. The purpose of this study is to map the findings of the existing studies, synthesize the findings, provide an overview of the key themes, and find the gaps which need further attention in future research. Accordingly, this literature review aims to answer two main questions: (1) What are the characteristics of the existing literature regarding the use of ChatGPT in adult English language learning and teaching contexts? (2) What are the main themes discussed in such contexts as well as the identified gaps? The reviewed studies mainly used mixed-methods and quantitative designs, focused on writing and speaking skills, and were largely conducted in Asian and Middle Eastern countries. Also, six major themes emerged from the reviewed articles, which are (1) benefits of ChatGPT in ESL/EFL learning, (2) learners’ perceptions and attitudes, (3) teacher experiences, training, and professional readiness, (4) challenges, limitations, and risks, (5) ethical, pedagogical, and academic integrity issues, and (6) research gaps and future directions. According to the findings, ChatGPT has offered pedagogical, linguistic, and affective benefits for adult English learners, especially in writing skills development. At the same time, the literature highlights persistent concerns related to ethical use, academic integrity, and overreliance. There is a need for more longitudinal and context-sensitive research to better understand the integration of ChatGPT in adult English language education.