(Sekolah Tinggi Ilmu Ekonomi Budi Pertiwi; Universitas Indraprasta PGRI, Jakarta Selatan, Indonesia)
(2) Notburga Astriviana Ilu
(Universitas Indraprasta PGRI, Jakarta Selatan, Indonesia)(3) Titis Arum Arum
(Universitas Indraprasta PGRI, Jakarta Selatan, Indonesia)*Corresponding author
AbstractThis study systematically examined the integration of ChatGPT in enhancing reading comprehension within English as a Foreign Language (EFL) pedagogy through a scoping review of scholarly literature. Adopting a qualitative approach guided by the Arksey and O’Malley framework, studies were sourced from indexed databases including ERIC, Web of Science, and Scopus via Google Scholar covering publications from 2021 to 2025. Study selection adhered to PRISMA-ScR guidelines developed by Tricco et al. to ensure methodological rigor and transparency. From thirty-four articles, fifteen were retained based on inclusion criteria: EFL instructional context, explicit use of ChatGPT for reading, and empirically grounded findings. Thematic analysis revealed that ChatGPT contributes to improved reading comprehension, student motivation, learner engagement, and AI literacy by facilitating personalized and adaptive instructional interactions. Nevertheless, the research remains constrained by short-term designs, limited exploration of prompting strategies, and lack of integration with pedagogical frameworks such as the Zone of Proximal Development (ZPD). Ethical concerns, including information validity, learner dependency, and digital literacy, are also underexplored. This review offers a systematic contribution, illuminating both the potential and unresolved challenges of ChatGPT integration in EFL reading instruction, and provides a foundation for future inquiries prioritizing contextual relevance, theoretical alignment, and ethical responsibility.
KeywordsChatGPT; Reading comprehension; English as a foreign language (EFL); Scoping Review; Learner engagement; Artificial Intelligence in education
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DOIhttps://doi.org/10.33122/ejeset.v6i1.974 |
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