Application of ChatGPT and Augmented Reality for Immersive English Language Learning : A Systematic Literature Review

• Autorzy: Rahman A.

Identyfikatory

DOI

10.15199/13.2025.2.4

Warianty tytułu

PL

Zastosowanie ChatGPT i rozszerzonej rzeczywistości AR w immersyjnej nauce języka angielskiego : przegląd literatury

• Języki publikacji: EN

Abstrakty

EN

This study systematically reviews the integration of ChatGPT and Augmented Reality (AR) in English language learning using the PRISMA-guided Systematic Literature Review (SLR) approach. Analyzing 24 studies (2021-2024), it identifies research trends, methodologies, and practical implications. Findings show that ChatGPT enhances linguistic skills through AI-driven interactions, while AR creates immersive learning experiences. Research dominated by Indonesia, China, the U.S., and the Middle East employs experimental, case study, mixed-method, and theoretical approaches. Infrastructure, ethical concerns, and AI accuracy remain challenges despite their potential. The study emphasizes the need for structured implementation, educator training, and cultural adaptation to optimize ChatGPT-AR synergy in language learning. Additionally, it highlights the lack of studies exploring the direct integration of both technologies, leaving room for future research. Addressing these gaps could lead to more innovative and effective English learning strategies.

PL

W artykule dokonano przeglądu integracji ChatGPT i rozszerzonej rzeczywistości (AR) w nauce języka angielskiego. Wykorzystano metodę systematycznego przeglądu literatury (SLR ) prowadzonego przez PRISMA. Analizując 24 badania (2021-2024), zidentyfikowano trendy badawcze, metodologie i praktyczne implikacje. Wyniki pokazują, że ChatGPT wzmacnia umiejętności językowe poprzez interakcje oparte na sztucznej inteligencji, podczas gdy AR tworzy wciągające doświadczenia edukacyjne. Badania zdominowane przez Indonezję, Chiny, USA i Bliski Wschód wykorzystują metody eksperymentalne, studium przypadku, metody mieszane i teoretyczne. Infrastruktura, obawy etyczne i dokładność sztucznej inteligencji pozostają wyzwaniami pomimo ich potencjału. Badanie podkreśla potrzebę ustrukturyzowanej implementacji, szkolenia nauczycieli i adaptacji kulturowej w celu optymalizacji synergii ChatGPT-AR w nauce języków. Ponadto przegląd podkreśla brak badań badających bezpośrednią integrację obu technologii, co pozostawia miejsce na przyszłe badania. Wypełnienie tych luk może doprowadzić do bardziej innowacyjnych i skutecznych strategii nauki języka angielskiego.

Słowa kluczowe

EN

ChatGPT; Augmented Reality; English learning; AI in education; systematic review

PL

ChatGPT; rozszerzona rzeczywistość; nauka języka angielskiego; zastosowanie AI w edukacji; systematyczny przegląd źródeł

• Wydawca: Wydawnictwo SIGMA-NOT
• Czasopismo: Elektronika : konstrukcje, technologie, zastosowania
• Rocznik: 2025
• Tom: Vol. 66, Nr 2
• Strony: 21--26
• Opis fizyczny: Bibliogr. 33 poz., wykr., tab.

Twórcy

autor

Rahman A.

• Warsaw University of Technology

Bibliografia

• [1] M. Baghoussi, “Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District,” Arab World English Journal, vol. 12, no. 2, pp. 268-278, 2021, doi: 10.24093/awej/vol12no2.18.
• [2] N . Munir, M. B. Ahmad, and H. Bhatti, “Challenges in Teaching Grammar to Secondary School English Learners in District Vehari,” Global Language Review, vol. VIII, no. II, pp. 31-43, 2023, doi: 10.31703/glr.2023(viii-ii).04.
• [3] L . M. Dos Sasstos, “The Discussion of Communicative Language Teaching Approach in Language Classrooms,” J Educ Elearn Res, vol. 7, no. 2, pp. 104-109, 2020, doi: 10.20448/journal.509.2020.72.104.109.
• [4] F . S. Yede, “A Comparative Analysis of Traditional Methods and Communicative Language Teaching in Relation to Students’ Academic and Communicative Achievement,” Eur Sci J, vol. 16, no. 13, 2020, doi: 10.19044/esj.2020.v16n13p134.
• [5] B. Bai and J. Wang, “The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements,” Language Teaching Research, vol. 27, no. 1, pp. 207-228, 2023, doi: 10.1177/1362168820933190.
• [6] X. Ye, “A review of classroom environment on student engagement in English as a foreign language learning,” Front Educ (Lausanne), vol. 9, 2024, doi: 10.3389/feduc.2024.1415829.
• [7] W. R. A. Bin-Hady, A. Al-Kadi, A. Hazaea, and J. K. M. Ali, “Exploring the dimensions of ChatGPT in English language learning: a global perspective,” Library Hi Tech, 2023, doi: 10.1108/ LHT-05-2023-0200.
• [8] C. G. Karacan and K. Akoğlu, “Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review,” Shanlax International Journal of Education, vol. 9, no. 2, pp. 68-79, Mar. 2021, doi: 10.34293/education.v9i2.3715.
• [9] D. Azimova and D. Solidjonov, “Learning English Language as a Second Language with Augmented Reality,” QO‘QON UNIVERSITETI XABARNOMASI, vol. 1, no. 1, pp. 112-115, 2023, doi: https://doi.org/10.54613/ku.v6i6.264.
• [10] O. Topsakal and E. Topsakal, “Framework for A Foreign Language Teaching Software for Children Utilizing AR, Voicebots and ChatGPT (Large Language Models),” The Journal of Cognitive Systems, vol. 7, no. 2, pp. 33-38, 2022, doi: 10.52876/jcs.1227392.
• [11] M. Jahan, L. Aram Azam, F. Ahmad, and H. Sadia, “Reinforcement Learning Supplementing Communicative Language Teaching: Examining the Applications of ChatGPT in ELT Classrooms,” Journal of Namibian Studies, vol. 33, pp. 299-330, 2023.
• [12] K. Alshahrani and R. J. Qureshi, “Review the Prospects and Obstacles of AI-Enhanced Learning Environments: The Role of ChatGPT in Education,” International Journal of Modern Education and Computer Science, vol. 16, no. 4, pp. 71-86, 2024, doi: 10.5815/ijmecs.2024.04.06.
• [13] A. Nugroho, N. H. P. S. Putro, and K. Syamsi, “The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations,” Register Journal, vol. 16, no. 02, pp. 224-247, 2023, doi: 10.18326/rgt.v16i2.224-247.
• [14] H . Lee, C. C. Hsia, A. Tsoy, S. Choi, H. Hou, and S. Ni, “VisionARy: Exploratory research on Contextual Language Learning using AR glasses with ChatGPT,” in CHItaly 2023: 15th Biannual Conference of the Italian SI GCHI, 2023. doi: 10.1145/3605390.3605400.
• [15] K. Qu and X. Wu, “ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments,” Educ Inf Technol (Dordr), vol. 29, 2024, doi: 10.1007/s10639-024-12598-y.
• [16] F . X. Risang Baskara, “ChatGPT-Assisted English Language Learning: Theoretical Implications for Global Mobility and Cross- Cultural Communication,” in The 2nd International Conference on Language and Language Teaching, 2023, pp. 105-120. [Online]. Available: http://creativecommons.org/licenses/by-nc/4.0/.
• [17] F X. R. Baskara and R. X. Mukarto, “Exploring the Implications of ChatGPT for Language Learning in Higher Education,” Indonesian Journal of English Language Teaching and Applied Linguistics, vol. 7, no. 2, pp. 343-358, 2023, [Online]. Available: http://dx.doi.org/10.210.
• [18] T . Aydın Yıldız, “The Impact of ChatGPT on Language Learners’ Motivation,” Journal of Teacher Education and Lifelong Learning, vol. 5, no. 2, pp. 582-597, 2023.
• [19] N . Niyozov, A. Bijanov, S. Ganiyev, and R. Kurbonova, “The pedagogical principles and effectiveness of utilizing ChatGPT for language learning,” in E3S Web of Conferences, 2023, pp. 1-9. doi: 10.1051/e3sconf/202346101093.
• [20] R. Yilmaz and F. G. Karaoglan Yilmaz, “Augmented intelligence in programming learning: Examining student views on the use of ChatGPT for programming learning,” Computers in Human Behavior: Artificial Humans, vol. 1, pp. 1-7, 2023, doi: 10.1016/j. chbah.2023.100005.
• [21] R. Godwin-Jones, “Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse,” Language Learning & Technology, vol. 27, no. 2, pp. 6-27, 2023, [Online]. Available: https://hdl.handle.net/10125/73501.
• [22] H. H. Hieu and L. T. Thao, “Exploring the Impact of AI in Language Education: Vietnamese EFL Teachers’ Views on Using ChatGPT for Fairy Tale Retelling Tasks,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 3, pp. 486-503, 2024, doi: 10.26803/ijlter.23.3.24.
• [23] I. Nazeer, S. Jamshaid, and N. Mushtaq Khan, “Linguistic Impact of Augmented Reality (AR) on English Language Use,” Journal of Asian Development Studies, vol. 13, no. 1, pp. 350-362, 2024, doi: 10.62345/jads.2024.13.1.30.
• [24] N. Niyozov, A. Bijanov, S. Ganiyev, and R. Kurbonova, “The pedagogical principles and effectiveness of utilizing ChatGPT for language learning,” in E3S Web of Conferences, 2023. doi: 10.1051/e3sconf/202346101093.
• [25] S. Shaikh, S. Y. Yayilgan, B. Klimova, and M. Pikhart, “Assessing the Usability of ChatGPT for Formal English Language Learning,” Eur J Investig Health Psychol Educ, vol. 13, pp. 1937-1960, 2023, doi: 10.3390/ejihpe13090140.
• [26] J. Deng, T. Heydarnejad, F. Farhangi, and A. Farid Khafaga, “Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers,” Front Psychol, vol. 13, pp. 1-17, 2022, doi: 10.3389/fpsyg.2022.1019984.
• [27] E. Madhavi, L. Sivapurapu, V. Koppula, P. B. Esther Rani, and V. Sreehari, “Developing Learners’ English Speaking Skills using ICT and AI Tools,” Journal of Advanced Research in Applied Sciences and Engineering Technology, vol. 32, no. 2, pp. 142-153, 2023, doi: 10.37934/ARASET.32.2.142153.
• [28] S. Xu, P. Chen, and G. Zhang, “Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment,” Heliyon, vol. 10, pp. 1-9, 2024, doi: 10.1016/j.heliyon.2024.e39845.
• [29] A. Tukhtabayeva, A. Kenzhebekova, A. Utemuratova, N. Amanbekova, B. Naubay, and D. Tuzelbayeva, “Applying augmented reality (QR-code) in English language classroom,” in Procedia Computer Science, Elsevier B.V., 2024, pp. 573-578. doi: 10.1016/j.procs.2024.11.151.
• [30] V. V. Shiryaev and O. N. Polovikova, “Development of a mobile system using augmented reality technologies for school and preschool children for training mental arithmetic,” in Journal of Physics: Conference Series, IOP Publishing Ltd, 2021, pp. 1-8. doi: 10.1088/1742-6596/2134/1/012016.
• [31] M. Zapata, C. Ramos-Galarza, K. Valencia-Aragón, and L. Guachi, “Enhancing mathematics learning with 3D augmented reality escape room,” International Journal of Educational Research Open, vol. 7, 2024, doi: 10.1016/j.ijedro.2024.100389.
• [32] M. Taufiq, M. Nuswowati, and A. Widiyatmoko, “Feasibility study of a solar system learning media based on merge cube augmented reality to embedding problem solving skills,” in Journal of Physics: Conference Series, IOP Publishing Ltd, 2021. doi: 10.1088/1742-6596/1918/5/052064.
• [33] F. Prasetya et al., “The impact of augmented Reality learning experiences based on the motivational design model: A metaanalysis,” Social Sciences and Humanities Open, vol. 10, pp. 1-13, 2024, doi: 10.1016/j.ssaho.2024.100926.

Uwagi

Opracowanie rekordu ze środków MNiSW, umowa nr POPUL/SP/0154/2024/02 w ramach programu "Społeczna odpowiedzialność nauki II" - moduł: Popularyzacja nauki (2025).