Generative Artificial Intelligence in English Language Teaching: A semi-systematic review with emerging insights into vibe coding

Abstract

The rapid advancement of Generative Artificial Intelligence (GenAI) has created unprecedented opportunities for transforming English Language Teaching (ELT). This semi-systematic review analyzes 25 peer-reviewed studies (2023 - 2025) to synthesize current research on GenAI applications in ELT, with particular attention to an emerging paradigm called “vibe coding” - a form of AI-assisted natural language programming that enables non-programmers to create functional software through conversational prompts. This study demonstrates that GenAI significantly enhances writing skills development, provides personalized feedback, and supports communicative competence. Vibe coding democratizes educational technology by reducing technical barriers and enabling teachers to autonomously develop customized learning tools, including interactive quizzes, vocabulary games, grammar exercises, pronunciation trainers, and assessment platforms. This review identifies key pedagogical implications, including the paradigm shift from teachers as content consumers to content creators, while also addressing critical risks such as code hallucination and validation challenges. Recommendations for effective integration and future research directions are discussed.