O uso do ChatGPT no ensino-aprendizagem de língua inglesa: uma revisão integrativa de estudos empíricos

Abstract

This study investigated the effects of ChatGPT use on English as a second language (L2) teaching and learning through an integrative literature review. A bibliographic search was conducted in the ERIC and SciELO databases in July 2025. The SciELO search returned no results, while the ERIC search retrieved 210 records, of which 22 empirical studies published between November 2022 and June 2025 composed the final corpus. The studies were analyzed in terms of the linguistic skills investigated, the main results reported, and the limitations identified. Findings revealed an asymmetrical distribution across skills: writing accounted for approximately 86% of the studies, while reading was addressed in two studies and speaking in only one. Listening was entirely absent from the corpus, representing the most significant gap in the literature. Within the domain of writing, studies highlighted advantages related to immediate feedback, support throughout the text revision process, and increased learner autonomy, counterbalanced by limitations associated with academic integrity concerns, excessive tool dependency, and the variable quality of AI-generated responses. ChatGPT holds relevant pedagogical potential for L2 teaching and learning, provided it is integrated critically and in a pedagogically informed manner as a complement to human instruction.