ChatGPT and Large Language Models in Language Teaching: SLR Pedagogical Uses, Risks, and Frameworks

Abstract

This study reviews thirty-five research articles published between 2020 and 2025 that examine the use of ChatGPT and other large language models in English language teaching. The purpose of this library-based research is to map current trends, identify benefits and challenges, and describe how institutions and teachers respond to the presence of AI in language classrooms. The reviewed studies indicate that ChatGPT is increasingly used to support writing, reading comprehension, speaking practice, grammar improvement, and vocabulary development, particularly because the tool provides instant explanations and contextual examples that help learners revise their work independently. However, the findings also reveal a number of important challenges, including issues of academic integrity, overreliance, and the accuracy of AI-generated information. In addition, institutional readiness and teacher professional development appear to play a decisive role in determining how effectively ChatGPT is integrated into learning. While students generally respond positively to AI-assisted learning, teachers and institutions remain cautious because they need clearer guidelines, responsible-use policies, and revised assessment strategies. Overall, this review concludes that ChatGPT has strong potential to enhance learner autonomy and provide immediate language support, but successful implementation requires adequate policy frameworks, teacher preparation, and critical awareness of AI limitations. The study therefore contributes to current discussions by emphasizing that the future of AI in English education depends not only on technological innovation but also on institutional policy, professional training, and ethical considerations.