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All Journal Electronic Journal of Education, Social Economics and Technology
Ilu, Notburga Astriviana
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Mapping The Use of ChatGPT to Support Reading Comprehension in EFL Context: A Scoping Review Aditia, Gilang Rizkia; Ilu, Notburga Astriviana; Arum, Titis Arum
Electronic Journal of Education, Social Economics and Technology Vol 6, No 1 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i1.974

Abstract

This 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.
The Role of Flipped Classroom Strategies on English Speaking Ability: A Systematic Literature Review Aditia, Gilang Rizkia; Arum, Titis; Ilu, Notburga Astriviana
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1291

Abstract

This study aims to examine the role of flipped classroom strategies in enhancing learners’ English speaking ability within the context of English as a Foreign Language (EFL) through a Systematic Literature Review (SLR) approach. The review follows the PRISMA 2020 guidelines and the PICOS framework to synthesize empirical studies published between 2021 to 2025. Literature searches were conducted across major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. 234 articles initially identified, 37 peer-reviewed and reputable studies met the inclusion criteria and were analyzed thematically. The synthesis of findings indicated that the implementation of flipped classroom approaches consistently yields positive effects on EFL learners’ speaking ability, particularly in terms of fluency, oral performance, confidence, reduced speaking anxiety, and willingness to communicate. Improvements in pronunciation were also reported. However, these outcomes appear to be context-dependent and are strongly influenced by the quality of instructional design, feedback mechanisms, and the duration of the intervention. In addition, several recurring challenges in implementing flipped classroom models were identified, including limited access to technology, learners’ readiness for autonomous learning, increased teacher workload, and time constraints. Overall, the findings suggested that the effectiveness of flipped classroom approaches in English speaking instruction is determined more by pedagogical alignment and learning context than by the use of technology alone. This study offers practical implications for EFL practitioners and highlights directions for future research on sustainable and context-sensitive flipped classroom implementation.KEYWORDS: Flipped classroom; English speaking ability; EFL learners; Speaking instruction; Oral communication 
Co-Authors Aditia, Gilang Rizkia Arum, Titis Arum, Titis Arum