Large language models for english learning and writing: a systematic review for sport sciences

Jurnal Riset Tindakan Indonesia August 27, 2026 Volume 11, Number 1 2 authors

Abstract

This systematic review synthesized empirical evidence on large language models (LLMs) and generative AI for English-language learning, assessment, and academic writing, with implications for English for specific purposes (ESP) in sport sciences. Following PRISMA 2020, a structured Scopus TITLE-ABS-KEY search identified 871 records; 50 peer-reviewed journal studies published between 2024 and 2026 met the eligibility criteria. Studies were synthesized using a three-stage thematic approach based on coding, descriptive themes, and analytical themes. Methodological reporting and applicability were appraised using a transparent four-domain FICO rubric. Screening was conducted by one reviewer; therefore, inter-rater reliability statistics were not calculable retrospectively. Four analytical clusters were identified: language-skills learning (8 studies), assessment and evaluation (8), academic writing and feedback (30), and adoption, perception, and learner agency (4). Evidence generally favoured structured, teacher-mediated GenAI use, while LLM assessment showed high reliability in some rubric-based tasks but variable validity. GenAI was most consistently useful for feedback, revision, and self-regulated learning. Because designs and outcomes were heterogeneous, no pooled effect size was calculated. Future research should prioritise discipline-specific ESP studies, longitudinal designs, transparent validation, and responsible AI integration.

Authors

  1. Kristian Burhan

    Universitas Negeri Padang

  2. M. Arie Desman

    Universitas Negeri Padang

Keywords

Generative artificial intelligenceLarge language modelsEnglish for specific purposesLanguage assessmentAcademic writing

References

  1. Abdelhalim, S. M., & Alsehibany, R. A. (2025). Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners. Language Learning and Technology, 29(1). https://doi.org/10.64152/10125/73635
  2. Alasal, M. S. (2026). The impact of AI chatbots (ChatGPT) on EFL learners’ writing fluency and accuracy. E-Learning and Digital Media. https://doi.org/10.1177/20427530261449472
  3. Albedah, F. (2025). Artificial intelligence in language education: A systematic review of multilingual applications, large language models, and emerging challenges. Language Teaching Research Quarterly, 49, 247–268. https://doi.org/10.32038/ltrq.2025.49.13
  4. Almarwani, M., & Alhenaky, R. (2026). Exploring Saudi EFL Learners’ Perceptions of ChatGPT for Vocabulary Learning: A TAM-Based Descriptive Study. Arab World English Journal, 17(12), 147–162. https://doi.org/10.24093/awej/call12.9
  5. Almutairi, H., Alfaifi, A. A., & Saleem, M. (2026). Writing Accuracy: How AI-Assisted Writing Instruction Can Support EFL Undergraduate Students. Information (Switzerland), 17(2), Article 157. https://doi.org/10.3390/info17020157
  6. Alpar, Ö. (2025). Evaluating Generative AI Tools for Improving English Writing Skills: A Preliminary Comparison of ChatGPT-4, Google Gemini, and Microsoft Copilot. European Journal of Educational Research, 14(4), 1291–1308. https://doi.org/10.12973/eu-jer.14.4.1291
  7. Alsofyani, A. H., & Barzanji, A. M. (2025). The Effects of ChatGPT-Generated Feedback on Saudi EFL Learners’ Writing Skills and Perception at the Tertiary Level: A Mixed-Methods Study. Journal of Educational Computing Research, 63(2), 431–463. https://doi.org/10.1177/07356331241307297
  8. Alyami, N. (2026). Investigating ChatGPT-mediated mind mapping to facilitate EFL learners’ reading comprehension. PLOS ONE, 21(5 May), Article e0336185. https://doi.org/10.1371/journal.pone.0336185
  9. Anwer, B. (2026). Trust in ChatGPT and Perceived Academic Writing Improvement: A TAM-based Quantitative Study in a ESL Context. International Journal of Technology in Education and Science, 10(1), 162–177. https://doi.org/10.46328/ijtes.5282
  10. Balcı, Ö. (2024). The role of ChatGPT in English as a foreign language (EFL) learning and teaching: A systematic review. International Journal of Current Educational Studies, 3(1), 66–82. https://doi.org/10.46328/ijces.107
  11. Barrios-Beltran, D. (2025). Exploring the efficacy of ChatGPT-4 feedback in second language Spanish writing. System, 133, Article 103771. https://doi.org/10.1016/j.system.2025.103771
  12. Barzanji, A. M., & Alsofyani, A. H. (2026). Exploring Saudi EFL Learners’ Motivation and Perceptions of ChatGPT and Instructor Feedback in Paragraph Writing. Arab World English Journal, 2026-January (Special Issue 3), 5–25. https://doi.org/10.24093/awej/AI3.1
  13. Behforouz, B., Al Maqbali, A., Al Ghaithi, A., & Poorghorban, A. (2025). Mobile Interaction Meets AI Tutoring: Using ChatGPT-4o to Boost Speaking Skills in EFL Classrooms. International Journal of Interactive Mobile Technologies, 19(22), 34–49. https://doi.org/10.3991/ijim.v19i22.57447
  14. Carlini Versini, D., Huang, J., Polo-Perez, N., & Zaher, A. (2025). Developing writing skills and feedback in foreign language education with chatGPT: a multilingual perspective. Language Learning in Higher Education, 15(2), 463–483. https://doi.org/10.1515/cercles-2024-0102
  15. Chen, H., Rasool, U., Wang, R., & Dong, J. (2026). Integrating generative AI in EFL classrooms: A mixed-methods study on argumentative writing performance, writing enjoyment and motivation. Acta Psychologica, 268, Article 107216. https://doi.org/10.1016/j.actpsy.2026.107216
  16. Chon, Y. V., & Shin, D. (2026). AI Chatbot as a Revision Aid in Second Language Writing: From Error Correction to Lexical Sophistication. Journal of Computer Assisted Learning, 42(3), Article e70259. https://doi.org/10.1002/jcal.70259
  17. Cong-Lem, N., Bui, C. N. V., Nguyen, N. P. N., & Huynh, M. Q. (2025). Bridging or breaking? A systematic review of how generative AI shapes equity in foreign language education. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70052
  18. Duan, C., & Wang, Y. (2026). Transforming EFL writing instruction with generative AI: Evaluating feedback quality and learner independence. International Journal of Mechanical Engineering Education. https://doi.org/10.1177/03064190261445582
  19. Ebrahimi, Z., Shakib Kotamjani, S., Qosimov, A., & Xodabande, I. (2025). Mapping the emerging research landscape on applications of ChatGPT in language teacher education: A systematic narrative literature review. Discover Artificial Intelligence, 5, 349. https://doi.org/10.1007/s44163-025-00631-z
  20. Ennadir, H., & Habiballah, S. (2025). A Comparative Study of Human and AI-Assisted Assessment using ChatGPT: The Case of Moroccan EFL Learners. Arab World English Journal, 16(3), 175–187. https://doi.org/10.24093/awej/vol16no3.10
  21. Franjić, M., & Božinovski, B. (2025). EXPLORING CHATGPT’S IMPACT on ESL WRITING PROFICIENCY: An EXPERIMENTAL APPROACH. Teaching English with Technology, 2025(2), 53–81. https://doi.org/10.56297/vaca6841/ZDDD4208/LUZG7476
  22. Godoy, D. (2026). AI mediated scaffolding for second language academic writing in EFL composition classrooms. Discover Education, 5(1), Article 475. https://doi.org/10.1007/s44217-026-01386-0
  23. Gozali, I., Wijaya, A. R. T., Lie, A., Cahyono, B. Y., & Suryati, N. (2024). ChatGPT as an automated writing evaluation (AWE) tool: feedback literacy development and AWE tools’ integration framework. JALT CALL Journal, 20(1), 1–22. https://doi.org/10.29140/jaltcall.v20n1.1200
  24. Hamamra, B., N. Khlaif, Z., & Mahamid, N. (2026). AI literacy and mediated learner autonomy in ChatGPT-supported EFL writing: a qualitative study at a Palestinian university. International Journal of Educational Technology in Higher Education, 23(1), Article 19. https://doi.org/10.1186/s41239-026-00597-7
  25. Hu, X., & Gong, W. (2025). Modeling Chinese EFL learners’ intention to use generative AI for L2 writing through an integrated model of the TAM and TTF. Education and Information Technologies, 30(13), 18157–18179. https://doi.org/10.1007/s10639-025-13505-9
  26. Huang, Y., & Wang, D. (2025). Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners. System, 133, Article 103775. https://doi.org/10.1016/j.system.2025.103775
  27. Jaashan, H. M. S., & Alashabi, A. A. (2025). Using AI Large Language Model (LLM-ChatGPT) to Mitigate Spelling Errors of EFL Learners. Forum for Linguistic Studies, 7(3), 328–339. https://doi.org/10.30564/fls.v7i3.8438
  28. Jaramillo, J. J., Chiappe, A., & Delgado, F. S. (2025). From Struggle to Mastery: AI-Powered Writing Skills in ESL Education. Applied Sciences (Switzerland), 15(14), Article 8079. https://doi.org/10.3390/app15148079
  29. Jeon, E. Y. (2025). Artificial Intelligence in ESL/EFL Education: Evidence from Recent Reviews (2024–2025). International Journal of Learning, Teaching and Educational Research, 24(10), 509–526. https://doi.org/10.26803/ijlter.24.10.24
  30. Jiang, Y., Wu, Q., Yang, Y., Jian, C., & Zhao, J. (2026). Learner agency in revising GenAI-generated statements of purpose. British Journal of Educational Technology, 57(4), 965–983. https://doi.org/10.1111/bjet.70041
  31. Jordán Enamorado, M. Á. (2025). Development of Linguistic Competence in English for Specific Purposes Through ChatGPT: A Case Study. Journal of Language and Education, 11(1), 85–100. https://doi.org/10.17323/jle.2025.23745
  32. Karagoz, I. (2025). AI-generated feedback in English writing instruction for language learners: A systematic review. The Reading Matrix: An International Online Journal, 25(1), 51–67.
  33. Kim, H.-S. (2025). AI-supported language learning for developing English listening and speaking skills and ChatGPT literacy. Korean Journal of English Language and Linguistics, 25, 1353–1377. https://doi.org/10.15738/kjell.25.202510.1353
  34. Kohnke, L., Zou, D., & Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners' experiences and perceptions. Computers and Education: Artificial Intelligence, 8, Article 100371. https://doi.org/10.1016/j.caeai.2025.100371
  35. Lai, C., Pan, M., Guo, K., & Cui, Y. (2026). What task to offload to GenAI in the writing feedback process? – Effects of task-offloading approaches on EFL learners’ writing skill development. Computers and Education, 252, Article 105675. https://doi.org/10.1016/j.compedu.2026.105675
  36. Lan, G., Li, Y., Yang, J., & He, X. (2025). Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task. Assessing Writing, 66, Article 100959. https://doi.org/10.1016/j.asw.2025.100959
  37. Lee, Y. J., & Jeong, S. H. (2026). Implementing AI-integrated English writing: university English language learners writing strategies and perceptions. International Journal of Evaluation and Research in Education, 15(1), 805–814. https://doi.org/10.11591/ijere.v15i1.35461
  38. Li, Y., Shadiev, R., & Chiu, T. K. F. (2026). Applying generative artificial intelligence to task-based language teaching and learning: A systematic review and meta-analysis. TechTrends, 70, 150–163. https://doi.org/10.1007/s11528-025-01140-7
  39. Limna, P., & Shaengchart, Y. (2025). Generative AI as an English Writing Aid: Thai University Students’ Perceptions and Experiences with ChatGPT and Gemini. Suranaree Journal of Social Science, 19(3), Article e279466. https://doi.org/10.55766/sjss279466
  40. Lo, C. K., Yu, P. L. H., Xu, S., Ng, D. T. K., & Jong, M. S. Y. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: A systematic review of empirical studies. Smart Learning Environments, 11, 50. https://doi.org/10.1186/s40561-024-00342-5
  41. Lu, C. T., Chen, Y. J., Wu, T. Y., & Lu, Y. Y. (2026). An Intelligent English-Speaking Training System Using Generative AI and Speech Recognition. Applied Sciences (Switzerland), 16(1), Article 189. https://doi.org/10.3390/app16010189
  42. Maleki, A. (2026). Effects of AI generated and teacher feedback on EFL learners writing performance and emotional experience. Discover Artificial Intelligence, 6(1), Article 199. https://doi.org/10.1007/s44163-026-00935-8
  43. Mali, Y. C. G. (2025). Exploring the use of ChatGPT in EFL/ESL writing classrooms: A systematic literature review. Journal of Language and Education, 11(2), 137–156. https://doi.org/10.17323/jle.2025.21793
  44. Mekheimer, M. (2025). Generative AI-assisted feedback and EFL writing: a study on proficiency, revision frequency and writing quality. Discover Education, 4(1), Article 170. https://doi.org/10.1007/s44217-025-00602-7
  45. Meniado, J. C., Huyen, D. T. T., Panyadilokpong, N., & Lertkomolwit, P. (2024). Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam. Computers and Education: Artificial Intelligence, 7, Article 100313. https://doi.org/10.1016/j.caeai.2024.100313
  46. Pack, A., Barrett, A., & Escalante, J. (2024). Large language models and automated essay scoring of English language learner writing: Insights into validity and reliability. Computers and Education: Artificial Intelligence, 6, Article 100234. https://doi.org/10.1016/j.caeai.2024.100234
  47. Parra Núñez, R., & Castrillo de Larreta-Azelain, M. D. (2025). The impact of using ChatGPT for feedback in EFL writing: A systematic review. Revista Internacional de Lenguas Extranjeras, 23, 95–119. https://doi.org/10.17345/rile23.4221
  48. Pretorius, M., & Thewissen, J. (2026). Mediating L2 writing revision: The impact of teacher-moderated ChatGPT feedback on L2 accuracy and lexical diversity. Journal of Second Language Writing, 71, Article 101286. https://doi.org/10.1016/j.jslw.2026.101286
  49. Qian, Y. (2025). Pedagogical applications of generative AI in higher education: A systematic review of the field. TechTrends, 69, 1105–1120. https://doi.org/10.1007/s11528-025-01100-1
  50. Selvi, A. E., Irgatoğlu, A., Yurttadur, O., & Dağbaşı, G. (2026). Sustainable L2 writing pedagogy in Turkish higher education: Effects of AI-mediated feedback on self-regulated learning and writing performance. PloS one, 21(7), e0344618. https://doi.org/10.1371/journal.pone.0344618
  51. Shahzad, W., & Abbas, F. (2026). Automated Evaluation of ESL Learners’ English Writing Skills in English-Medium Instruction (EMI) through AI Writing Analytics. Journal of Communication, Language and Culture, 6(1), 147–166. https://doi.org/10.33093/jclc.2026.6.1.8
  52. Slamet, J., & Basthomi, Y. (2025). Examining the challenges and opportunities of ChatGPT in EFL education: A systematic literature review. Journal of University Teaching and Learning Practice, 22(2). https://doi.org/10.53761/deezkh88
  53. Tai, T. Y., & Chen, H. H. J. (2024). Navigating elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers and Education, 220, Article 105112. https://doi.org/10.1016/j.compedu.2024.105112
  54. Tanharat, N., & Phootirat, P. (2025). Integrating Generative AI in EFL Academic Writing: Thai English-Major Students’ Purposes, Perceptions, and Experiences with ChatGPT. rEFLections, 32(3), 1891–1916. https://doi.org/10.61508/refl.v32i3.285982
  55. Teng, M. F. (2025). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3), 36–57. https://doi.org/10.58304/ijts.20240304
  56. Tram, N. H. M., Nguyen, T. T., & Tran, C. D. (2024). ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study. System, 127, Article 103528. https://doi.org/10.1016/j.system.2024.103528
  57. Tran, T. T. T. (2025). Enhancing EFL Writing Revision Practices: The Impact of AI- and Teacher-Generated Feedback and Their Sequences. Education Sciences, 15(2), Article 232. https://doi.org/10.3390/educsci15020232
  58. Tsai, C. Y., Lin, Y. T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies, 29(17), 22427–22445. https://doi.org/10.1007/s10639-024-12722-y
  59. Yang, N., Gao, N., & Zhang, T. (2025). Artificial Intelligence in EFL Writing Enhancement: A Study on Chatbot Feedback and Learner Autonomy. International Journal of Web-Based Learning and Teaching Technologies, 20(1). https://doi.org/10.4018/IJWLTT.390442
  60. Yao, G., & Liu, Z. (2026). ChatGPT feedback and emotional engagement in L2 writing: A control-value theory perspective using Q-methodology. Assessing Writing, 68, Article 101045. https://doi.org/10.1016/j.asw.2026.101045
  61. Yavuz, F., Çelik, Ö., & Yavaş Çelik, G. (2025). Utilizing large language models for EFL essay grading: An examination of reliability and validity in rubric-based assessments. British Journal of Educational Technology, 56(1), 150–166. https://doi.org/10.1111/bjet.13494
  62. Zheldibayeva, R. (2025). GenAI as a Learning Buddy for Non-English Majors: Effects on Listening and Writing Performance. Educational Process: International Journal, 14, Article e2025051. https://doi.org/10.22521/edupij.2025.14.51