The Use of ChatGPT as a Supportive Tool in Language Learning: Prospects and Obstacles

Abstract

The swift advancement of artificial intelligence, particularly large language models like ChatGPT, has created new possibilities in language education. This research seeks to examine the opportunities and challenges of applying ChatGPT as a learning assistant in language learning, using a systematic literature review of eleven recent academic publications. Findings indicate that ChatGPT can enhance learning quality by offering automated feedback, AI-driven conversational practice, and assistance in academic writing. Nevertheless, critical challenges emerge, including learner dependency, risks of plagiarism, algorithmic bias, and limited AI literacy among users. The study underscores the need for a critical and ethical pedagogical framework in integrating ChatGPT into language education. To maximize its advantages responsibly and sustainably, adaptive policies, teacher professional development, and strengthened digital literacy are essential.