Generative AI and literacy development in the language classroom: A systematic review of literature

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Thesis
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Author
Pragya Chandel
Supervisor
Lim, Fei Victor
Abstract
The past few decades have seen major advancements in educational technology due to rapid development in the field of artificial intelligence (AI). Since the launch of ChatGPT in 2022, Generative Artificial Intelligence (GenAI) in education has gained significant interest amongst educators and several research publications. This dissertation reviews the nascent research on the integration of GenAI in language classrooms to present the current state of the art as well as inform future research on the topic. This paper reports on a systematic review of literature on the use of GenAI for literacy development in the language classrooms. Literacy development includes both language learning outcomes, such as writing and vocabulary learning, as well as multiliteracies outcomes, including engagement with multimodal texts and digital literacies (The New London Group 1996). The systematic review critically examines how GenAI tools are employed by students and educators and their views regarding the integration of these tools in language classrooms. Students’ and educators’ perceptions on the utilisation of GenAI are important, as their attitudes directly influence the integration and effectiveness of these technologies in language classrooms (Hieu and Thao 2024). The methodology of this review involves sourcing studies from databases such as EBSCOhost and Scopus based on tailored inclusion and exclusion criteria aimed at addressing the research questions regarding the impact of GenAI tools on literacy development, multiliteracies outcomes, student and teacher perceptions regarding the use of GenAI tools and the challenges faced due to its integration in language classrooms as reported in the reviewed literature. By reporting these insights, the review aims to inform the development of future technologies which can enhance language teaching and learning experiences and student learning outcomes.
Date Issued
2025