Keywords
Abstract
The rapid integration of generative artificial intelligence (GenAI) into English as a Foreign Language (EFL) education has created new opportunities for individualized feedback, vocabulary development, writing support, translation, and interactive language practice. At the same time, unrestricted reliance on AI-generated content may weaken learner autonomy, critical thinking, authorship, and the ability to evaluate linguistic and factual accuracy.
References
1. Ng D. T. K., Leung J. K. L., Chu S. K. W., Qiao M. S. Conceptualizing AI literacy: An exploratory review // Computers and Education: Artificial Intelligence. — 2021. — Vol. 2. — Art. 100041. — DOI: 10.1016/j.caeai.2021.100041.
2. Miao F., Holmes W. Guidance for Generative AI in Education and Research. — Paris: UNESCO, 2023.
3. Kohnke L., Moorhouse B. L., Zou D. ChatGPT for language teaching and learning // RELC Journal. — 2023. — Vol. 54, No. 2. — P. 537–550. — DOI: 10.1177/00336882231162868.
4. Werdiningsih I., Marzuki, Rusdin D. Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing // Cogent Arts & Humanities. — 2024. — Vol. 11, No. 1. — Art. 2392388. — DOI: 10.1080/23311983.2024.2392388.
5. Fathi J., Rahimi M. Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study // Computer Assisted Language Learning. — 2026. — Vol. 39, No. 1–2. — P. 263–302. — DOI: 10.1080/09588221.2024.2374772.