This research aims to systematically examine scientific studies on the use of artificial intelligence in foreign languages to identify general possibilities, probabilities, and emerging trends in this field. The study explores how artificial intelligence can be used in foreign language teaching, the advantages and challenges associated with this technology for teachers and learners. Within the scope of the research, searches using keywords such as “foreign language teaching,” “artificial intelligence,” “ChatGPT,” “opportunities,” and “challenges” in Google Scholar, DergiPark, and TÜBİTAK ULAKBİM databases yielded 20 scientific articles. The reviewed studies focus on the development of teaching sections in foreign language teaching using artificial intelligence, the classification of personalized learning sections, the provision of assessment and evaluation applications, the visualization of teacher and learner roles, and feedback compartments. The study demonstrates that AI-based systems (especially large language models like ChatGPT) can fulfill diverse roles in foreign language teaching. Among these roles, features such as automatic content generation, displaying individual learning paths, providing real-time feedback, providing speaking practice opportunities, and increasing learner motivation stand out. This makes the learning process both more personalized and sustainable. Meta-synthesis analyses indicate that AI-supported foreign language teaching can increase learner motivation, develop personalized learning experiences, and make the learning process more effective by providing instant feedback. Research results indicate that AI is increasingly being adopted in foreign language teaching, but an expanded version of this process is emerging. Adapting computers to AI-supported educational environments, making systems more pedagogically efficient, and establishing ethical guidelines are among the key issues.
Artificial intelligence, ChatGPT, educational technologies, foreign language teaching, meta-synthesis