Students Perceptions of the Benefits and Challenges of Using ChatGPT for English Speaking: A Systematic Review

Karolina Okwin Hitokdana

doi:10.34050/els-jish.v8i4.48815

Authors

Karolina Okwin Hitokdana Universitas Kristen Satya Wacana

DOI:

https://doi.org/10.34050/els-jish.v8i4.48815

Keywords:

ChatGPT, EFL, Speaking

Abstract

The rise of ChatGPT as a tool in language learning has created new opportunities, particularly in the English as a Foreign Language (EFL) context, for enhancing students' speaking skills. Therefore, it is important to explore EFL students’ perspectives on the benefits and challenges of using ChatGPT to learn English speaking skills. To achieve the objectives of this research, the researcher used the systematic review method by reviewing 20 empirical articles published between 2023 and 2025, using Google Scholar. The findings of the analysis were classified into five main themes. The first three themes were related to the benefits of using ChatGPT to learn speaking: (1) ChatGPT might reduce students’ anxiety, (2) ChatGPT might enhance students’ motivation, (3) ChatGPT might enhance students’ learning flexibility. Meanwhile, the other themes were related to the challenges of using ChatGPT: (4) ChatGPT may not give students authentic interaction as a human, and (5) ChatGPT poses a risk of student over-reliance. Each theme is discussed and connected to the relevant literature, accompanied by practical solutions and recommendations for future research.

References

Adinda, R., Sosrohadi, S., Syafitri, B. A., & Andini, C. (2025). Cognitive And Cultural Barriers In Synonim Acquisition: A Psycolinguistic Study Of Indonesian Learners Of Korean. TPM–Testing, Psychometrics, Methodology in Applied Psychology, 32(4), 881-888.

Afkarin, M. Y., & Asmara, C. H. (2024). Investigating the implementation of CHATGPT in English language education. Journey Journal of English Language and Pedagogy, 7(1), 57–66. https://doi.org/10.33503/journey.v7i1.865

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

AlAfnan, M., Dishari, S., Jovic, M. & Lomidze, K. (2023). ChatGPT as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60–68. https://doi.org/10.37965/jait.2023.0184

AlGhamdi, R. (2024). Exploring the impact of ChatGPT-generated feedback on technical writing skills of computing students: A blinded study. Education and Information Technologies, 29(14), 18901–18926. https://doi.org/10.1007/s10639-024-12594-2

Almehmadi, W. S. (2024). Exploring the potential of AI techniques in teaching English as a foreign language: A systematic literature review. Asian Journal of Social Sciences and Management Studies, 11(2), 22–31. https://doi.org/10.20448/ajssms.v11i2.5576

Almineeai, A. M., Alrashed, M. A., Hezam, T. A., Alharthi, A. F., & Alharthi, S. F. (2025). The impact of ChatGPT on EFL medical track students’ affective filter. Journal of Language Teaching and Research, 16(1), 158–167. https://doi.org/10.17507/jltr.1601.17

Alsalem, M. S. (2024). EFL Students’ perception and attitude towards the use of ChatGPT to promote English speaking skills in the Saudi context. Arab World English Journal, 15(4), 73–84. https://doi.org/10.24093/awej/vol15no4.5

Anggawirya, A. M., Prihandoko, L. A., & Rahman, F. (2021, December). Teacher’s role on teaching English during pandemic in a blended classroom. In International Joined Conference on Social Science (ICSS 2021) (pp. 458-463). Atlantis Press.

Ansari, A. N., Ahmad, S., & Bhutta, S. M. (2023). Mapping the global evidence around the use of ChatGPT in higher education: A systematic scoping review. Education and Information Technologies, 29(9), 11281–11321. https://doi.org/10.1007/s10639-023-12223-4

Alshammari, J. (2024). Revolutionizing EFL learning through ChatGPT: A qualitative study. Revista Amazonia Investiga, 13(82), 208–221. https://doi.org/10.34069/ai/2024.82.10.17 to

Balcı, Ö. (2024). The role of ChatGPT in English as a foreign language (EFL) learning and teaching: A systematic review.International Journal of Current Education Studies (IJCES), 3(1), 66-82.https://doi.org/10.5281/zenodo.12544675

Bai̇doo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500

Bin-Hady, W. R. A., Ali, J. K. M., & Al-Humari, M. A. (2024b). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching & Learning, 17(2), 243–255. https://doi.org/10.1108/jrit-02-2024-0036

Bingham, A. J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International Journal of Qualitative Methods, 22, 1-11. https://doi.org/10.1177/16094069231183620

Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy. Australian Journal of Applied Linguistics, 8(1), 1-17. https://doi.org/10.29140/ajal.v8n1.102418

Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(38), 1–25. https://doi.org/10.1186/s41239-023-00408-3

Çolak, M. K. (2024). Enhancing speaking skills through task repetition and ChatGPT integration in remedial EFL lessons: An action research approach. Focus on ELT Journal, 6(4), 1–16. https://doi.org/10.14744/felt.6.4.1

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023b). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Ericsson, E., & Johansson, S. (2023). English speaking practice with conversational AI: Lower secondary students’ educational experiences over time. Computers and Education Artificial Intelligence, 5, 1-13. https://doi.org/10.1016/j.caeai.2023.100164

Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 10-15. https://doi.org/10.1016/j.system.2024.103254

Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069

Gomes, L. A. V., Vasconcellos, L., & Hamza, K. M. (2023). Editorial: A roadmap for data analysis in qualitative research. RAUSP Management Journal, 58(3), 190–196. https://doi.org/10.1108/rausp-07-2023-274

Gutai, G., Klímová, B., & Lora, A. P. (2024). A review study of the use of ChatGPT in EFL classes: systematic review. Journal of Language and Cultural Education, 12(2), 1–10. https://doi.org/10.2478/jolace-2024-0007

Hayashi, K., & Sato, T. (2024). The effectiveness of ChatGPT in enhancing English language proficiency and reducing second language anxiety (L2). WorldCALL2023, 14(7), 201-208. https://www.researchgate.net/publication/377752603

Jayasinghe, S. (2024). Promoting active learning with ChatGPT: A constructivist approach in Sri Lankan higher education. Journal of Applied Learning and Teaching, 7(2), 141-151. https://doi.org/10.37074/jalt.2024.7.2.26

Karataş, S., Aksoy, B., Göçer, O., At, E., Çiftçi, S., & Caner, M. (2024). The power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools. Psychology in the Schools, 61(7), 2778–2799. https://doi.org/10.1002/pits.23191

Karubaba, S., & Rahman, F. (2025). Code-Switching and Code-Mixing in Indonesian EFL Classrooms: Teacher-Student Interactions in North Biak. Dialectica Online Publishing Journal, 1(1), 107-115.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 1-13. https://doi.org/10.1016/j.lindif.2023.102274

Khan, A. R. B. Z., & Ann, O. W. (2025). The use of artificial intelligence (AI): ChatGPT and mastery of English-speaking skills. International Journal of Research and Innovation in Social Science, IX(IV), 6430–6438. https://doi.org/10.47772/ijriss.2025.90400465

Khzouz, A., Salaita, O., Al-Issawi, J. M., AlTaher, B. B., & Alkhenizan, H. H. (2024). Exploring ChatGPT practices and user experiences in learning English skills. Theory and Practice in Language Studies, 14(12), 3959–3969. https://doi.org/10.17507/tpls.1412.31

Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15, 1-10. https://doi.org/10.3389/fpsyg.2024.1269319

Laili, R. N., Wirawati, W. A., & Nashir, M. (2025). Student’s perception on the use of artificial intelligence (ai) ChatGPT in English language learning: Benefits and challenges in higher education. Edu Cendikia Jurnal Ilmiah Kependidikan, 4(03), 1389–1403. https://doi.org/10.47709/educendikia.v4i03.5272

Li, M. (2012). Use of wikis in second/foreign language classes: A literature review. CALL-EJ, 13(1), 17–35.

Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 1–23. https://doi.org/10.1080/09588221.2018.1465981

Liu, H. (2024). Applicability of ChatGPT in online collaborative learning: evidence based on learning outcomes. The Proceedings of the International Academic Conference on Education., 1(1), 33–43. https://doi.org/10.33422/iaceducation.v1i1.656

Liu, J. (2024). ChatGPT: perspectives from human–computer interaction and psychology. Frontiers in Artificial Intelligence, 7, 1-24. https://doi.org/10.3389/frai.2024.1418869

Liu, Y., Park, J., & McMinn, S. (2024). Using generative artificial intelligence/ChatGPT for academic communication: Students’ perspectives. International Journal of Applied Linguistics, 34(4), 1437–1461. https://doi.org/10.1111/ijal.12574

Lin, H., & Chen, Q. (2024). Artificial intelligence (AI)-integrated educational applications and college students’ creativity and academic emotions: Students and teachers’ perceptions and attitudes. BMC Psychology, 12, 1-16. https://doi.org/10.1186/s40359-024-01979-0

Lo, C. K. (2023). What is the impact of CHATGPT on education? A rapid review of the literature. Education Sciences, 13(4), 1-15. https://doi.org/10.3390/educsci13040410

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/lhtn-01-2023-0009

Mali, Y. C. G. (2025). Factors hindering the integration and potential of technology in EFL classrom. IJIET (International Journal of Indonesian Education and Teaching), 9(1), 171–185. https://doi.org/10.24071/ijiet.v9i1.9553

Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a public university, Malaysia. Teaching Public Administration, 43(1), 4–20. https://doi.org/10.1177/01447394241230152V

Moon, H., Chung, Y., & Randolph, A. W. (2025). Teaching and learning languages with ChatGPT: Challenges and opportunities in multilingual classrooms in higher education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 10(1), 207-223. https://doi.org/10.21093/ijeltal.v10i1.1991

OECD. (2023). Digital education outlook 2023. OECD Publishing. https://doi.org/10.1787/c74f03de-en

Perkins, M., & Roe, J. (2024). The use of generative AI in qualitative analysis: Inductive thematic analysis with ChatGPT. Journal of Applied Learning and Teaching, 7(1), 390-395. https://doi.org/10.37074/jalt.2024.7.1.22.

Pratiwi, N., Efendy, A. G., Rini, H. C., & Ahmed, N. A. (2024). Speaking practice using ChatGPT’s voice conversation: A review on potentials and concerns. Journal of Language Intelligence and Culture, 6(1), 59–72. https://doi.org/10.35719/jlic.v6i1.149

Rahman, F. (2024, May). Cyber Literature and ChatGPT in the Global of IoT Connectivity. In 4th International Conference on Linguistics and Culture (ICLC-4 2023) (pp. 344-348). Atlantis Press.

Sarwanti, S., Sariasih, Y., Rahmatika, L., Islam, M. M., & Riantina, E. M. (2024). Are they literate on ChatGPT? University language students’ awareness, benefits and challenges in higher education learning. Online Learning, 28(3), 105-130. https://doi.org/10.24059/olj.v28i3.4599

Slamet, J. (2024). Potential of ChatGPT as a digital language learning assistant: EFL teachers’ and students’ perceptions. Discover Artificial Intelligence, 4(1), 1-15. https://doi.org/10.1007/s44163-024-00143-2

Syaripuddin, R., Rasyid, A., Darwis, A., Suhria, S., & Hasanuddin, N. (2025). Unlocking the power of ChatGPT: Students’ interest in the asian parliamentary debate classroom. jurnal.uhn.ac.id, 6(2), 86-96. https://jurnal.uhn.ac.id/index.php/jetal/article/view/1690

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 342-356. https://doi.org/10.37074/jalt.2023.6.1.9 Advantages, Challenges and Prospects of ChatGPT in Oral EnglishTeaching

Shi, X. (2024). Advantages, challenges and prospects of ChatGPT in oral English teaching. Transactions on Social Science Education and Humanities Research, 4, 99–109. https://doi.org/10.62051/c49b2t84

Susanto, A., Febrianto, N. a. R., Normawati, N. A., Nur, N. a. S. S., & Siboro, N. E. (2025). EFL students’ perceptions of the impact of ChatGPT usage on critical thinking skills. Surakarta English and Literature Journal, 8(1), 103–117. https://doi.org/10.52429/selju.v8i1.300

Üstünbaş, Ü. (2024). Hey, GPT, can we have a chat? A case study on EFL learners’ AI speaking practice. International Journal of Modern Education Studies, 8(1), 92-107. https://doi.org/10.51383/ijonmes.2024.318

Van Horn, K. (2024). ChatGPT in English language learning: Exploring perceptions and promoting autonomy in a university EFL context. Teaching English as a Second or Foreign Language--TESL-EJ, 28(1), 1-26. https://doi.org/10.55593/ej.28109a8

Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, 15(3), 1-12. https://doi.org/10.3390/educsci15030343

Wang, Y. (2025). A study on the efficacy of ChatGPT-4 in enhancing students’ English communication skills. SAGE Open, 15(1), 1–17. https://doi.org/10.1177/21582440241310644

Yao, J. (2024). The application of generative artificial intelligence in education: Potential, challenges, and strategies. SHS Web of Conferences, 200, 1-4. https://doi.org/10.1051/shsconf/202420002008

Yaumi, M. T. A. H., Rahman, F., & Sahib, H. (2023). Exploring WhatsApp as Teaching and Learning Activities during Covid-19/New Normal era: A Semiotic Technology Analysis. International Journal of Current Science Research and Review, 6(12), 7627-7634.

Yaumi, M. T. A. H., Rahman, F., & Sahib, H. (2024). Bridging Language and Technology through Semiotic Technology. International Journal of Social Science Research and Review, 7(1), 52-61.

Yıldız, C. (2024). ChatGPT integration in EFL education: A path to enhanced speaking self-efficacy. Novitas-royal (research on Youth and Language), 18(2), 167–182. https://doi.org/10.5281/zenodo.13861137

Zhai, C., Wibowo, S. & Li, L.D. The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review. Smart Learn. Environ, 11, 1-37. https://doi.org/10.1186/s40561-024-00316-7