Abstract:

Intelligent applications (such as chatbots, Artificial intelligence, generative Artificial intelligence, machine learning, emotion recognition, Large Language Models) are increasingly being used in education, raising a number of issues to and within the educational community. The main aim of the paper is to examine the influence of such applications on language learning, with a particular emphasis on generative artificial intelligence (gAI) and the ways in which it is being integrated in higher education.

In particular, this research aimed to provide insights into the following inquiries:
1) How can generative artificial intelligence (gAI) contribute to the improvement of English language learning, teaching, and assessment?
2) What are the significant issues and challenges associated with the utilization of gAI in language learning, teaching and assessment contexts?

We employed a Rapid Literature Review as a methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to analyze 305 papers sourced from Web of Science. Our analysis, facilitated by Biblioshiny within the R environment, aims to delineate the overarching landscape of scholarly production, discern trends, and identify emerging research directions in the domain of language learning facilitated by gAI.

The findings point out a growing scholarly interest in the intersection of gAI and language pedagogy, an indicator of increased interest on the part of researchers who mainly work in collaborative teams from different countries and institutions. Key research areas identified include a spectrum of methodologies and strategies utilized in educational applications (e.g., machine learning, deep learning), tailored specifically to language education contexts. Furthermore, our analysis focuses on the practical application of technologies such as ChatGPT, learning analytics, and virtual reality, designed to enhance language learning experiences and outcomes. Beyond technological advancements, our paper also looks at the ethical dimensions of employing intelligent applications in language education, addressing concerns such as plagiarism, copyright infringement, and data authenticity. Thus, our findings offer various insights into the current landscape of research and practice in the field of intelligent applications integrated in higher education and language teaching and learning.

Keywords:

genAI, higher education, language acquisition, language learning.