A Systematic Review of Teachers’ Perspectives on Using Chat GPT to Teach Speaking: Benefits and Challenges
Abstract
In today’s digital era, the use of Artificial Intelligence (AI) tools, such as ChatGPT, has increasingly influenced English language education, particularly in teaching speaking. Therefore, it is important to understand how teachers perceive both the benefits and challenges of using ChatGPT in teaching speaking. This study employed a systematic literature review method by analyzing fifteen articles published between 2020 and 2025, collected from Google Scholar using the Publish or Perish software. The findings show that teachers view ChatGPT as a useful tool that provides immediate feedback, becomes a helpful assistant to support learning, and makes teaching more efficient. However, alongside these advantages, teachers also express concerns about academic integrity, the lack of real human interaction, and the tool’s limited support for authentic communication. The study presents practical solutions such as combining ChatGPT with real speaking practice, verifying AI-generated content, and using it as a supportive classroom tool rather than a replacement. Furthermore, it suggests future research to combine systematic review results with empirical studies and proposes some guiding questions needed to follow up on this study.
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