Abstract

Given the rapid advancement of generative AI (GenAI) and its impact on the language classroom, this article reviews the nascent research on this topic to offer the current state of the art as well as propose future research directions. This article reports on a systematic review of literature on the use of GenAI for literacy development in language classrooms. Literacy development includes both language learning outcomes, such as writing and vocabulary learning, as well as multiliteracies learning outcomes, including engagement with multimodal texts and digital literacies. The systematic review critically examines how GenAI tools are employed by students and teachers as well as their perceptions of the use of GenAI tools in literacy teaching and learning. By synthesizing these insights, the review aims to inform the design of learning experiences with GenAI tools that can bring about improved student learning.