Generative AI in Foreign Language Education: A Scoping Review of Pedagogical Applications and Challenges

Abstract

Generative artificial intelligence (AI) has quickly become an important force in education, especially in foreign language (FL) teaching and learning. While research on generative AI in education is growing, its value and the real challenges of using generative AI in language classrooms are not fully clear. This scoping review explores a dataset of 32 studies on generative AI’s role in FL education, published between 2023 and January 2026. Specifically, it addresses: (1) how generative AI tools have been used to support language learning and teaching; (2) what instructional benefits and pedagogical affordances have been reported in relation to generative AI use; and (3) what pedagogical, technical, and ethical issues have been identified in their implementation. Following PRISMA-ScR guidelines, studies were systematically identified, screened, and coded based on their alignment with the research questions. The literature review findings reveal that generative AI tools are used in FL education as tutors that provide personalized feedback, as platforms for simulated communication through chatbots, and as a support for teachers in lesson planning and  developing materials. Pedagogical affordances associated with the use of generative AI include increased teaching efficiency, improved learner engagement, more tailored feedback, and broader opportunities for personalized language practice. Finally, among challenges in incorporating generative AI in FL teaching and learning, the most common are uneven teacher preparedness, insufficient support from educational institutions, and concerns about academic integrity and data privacy. The gaps in cumulative knowledge and suggestions for future research are discussed at the end of the scoping review.