Generative Artificial Intelligence in English Language Learning: A Scoping Review

Abstract

The rapid emergence of generative artificial intelligence (GenAI) has transformed the technological landscape of English language learning. This scoping review maps current evidence on GenAI applications, learning outcomes, pedagogical functions, challenges, and research gaps in English language education. The review followed the Arksey and O'Malley scoping-review framework and subsequent methodological refinements, with reporting guided by PRISMA-ScR and PRISMA 2020 principles. A structured search of publicly accessible scholarly records was conducted and cross-checked against recent systematic and scoping reviews of GenAI, ChatGPT, and English language education. Literature published from the emergence of contemporary public-facing GenAI through 22 August 2026 was considered, with primary empirical research prioritized in the synthesis. The evidence demonstrates a strong concentration on English writing, particularly academic writing, revision, feedback, and assessment. Other applications include speaking practice, vocabulary and grammar development, reading support, personalized and self-directed learning, and instructional activities. Overall, the literature reports positive effects or perceptions concerning writing performance, engagement, learner autonomy, feedback, and opportunities for language practice, although outcomes vary according to pedagogical design and human supervision. Major concerns include inaccurate output, overreliance, reduced learner agency, academic dishonesty, privacy, bias, and inequitable access. Research remains concentrated in higher education and East Asian EFL contexts, with limited evidence concerning listening, pronunciation, younger learners, low-resource contexts, longitudinal development, and independently assessed outcomes. The review concludes that GenAI is most appropriately conceptualized as a pedagogically mediated learning resource rather than a substitute for language teachers.