Review Article
Georgia Andreou, Pinelopi Christani
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep676
ABSTRACT
The present paper investigates the current trends of second language learning and teaching mediated by generative artificial intelligence (GenAI) tools, like ChatGPT and other large language models within the English as a foreign language (EFL) writing context. Scopus, which is a major database, was carefully researched using targeted keywords. All the inclusion and exclusion criteria were implemented consistently, and a total set of 43 articles were finally analyzed to synthesize the present review. The PRISMA method was implemented to ensure transparency and reliability, whereas the bibliometrix R-tool was utilized to generate clear and vivid visual depictions of the bibliometric data. This study adopts a complementary dual-method design, combining a scoping review approach with a bibliometric analysis to investigate the use of GenAI in EFL writing instruction. The scoping review serves as the primary analytical component of the study, identifying major pedagogical themes, applications, and challenges related to artificial intelligence-supported writing enhancement. The bibliometric analysis is used to contextualize the structure and evolution of the field by mapping its intellectual structure, publication evolution, influential publications, productive authors, institutional affiliations and keyword trends. The synthesis of the reviewed studies indicates that AI-assisted feedback is frequently associated with improvements in grammar, vocabulary, coherence, and learner engagement. Several studies also highlight challenges, including concerns about academic integrity, students’ overreliance on AI, and the necessity for teacher guidance. By systematically synthesizing these results, this review offers a clear picture of current practices, emerging trends, and research gaps, providing insights for researchers, educators and policymakers in the EFL domain. This study has certain limitations such as filtering constraints and strict time limits, but there are some useful guidelines that researchers can utilize in their future research.
Keywords: generative artificial intelligence, large language models, ChatGPT, English as a foreign language, language learning, writing skills, scoping review
Review Article
Oksana K. Korobkova, Natalya A. Galchenko, Natalia A. Orekhovskaya, Ekaterina A. Drozdova, Oksana V. Zakharova, Alisa V. Lobuteva
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep611
ABSTRACT
This study is a thorough scoping review that seeks to thoroughly delineate the existing frameworks, difficulties, and prospective trajectories of educational technology for digital generations. Utilizing the technique established by Arksey and O’Malley (2005), a systematic search was conducted for English-language studies published between 2016 and 2025 in the WoS and Scopus databases, resulting in the inclusion of 46 publications in the analysis. The results show that technology acceptance models (TAM and UTAUT) (19 studies) are the most common in the field of educational technology. These models were established during the X-Y generation period and do not fully reflect the realities of digital generations. Digital learning infrastructures (n = 29) and mobile-social learning ecosystems (n = 22) were recognized as the predominant technological categories. The study revealed that the digital divide has intensified since the epidemic (28% lack Internet access), shortcomings in teacher preparedness constitute the principal obstacle to technological integration, and adaptive learning methods exhibit moderate to substantial impact sizes. The results underscore the necessity for the formulation of novel theoretical frameworks that encapsulate the inherent technology interaction patterns of digital generations, pedagogy-oriented technology integration, and holistic digital equity initiatives.
Keywords: educational technology, digital generation, Gen Z, Gen alpha, scoping review