GENERATIVE AI IN ENGLISH FOR SPECIFIC PURPOSES: A SYSTEMATIC REVIEW OF PEDAGOGICAL TRANSFORMATIONS

Abstract

This study presents a systematic literature review examining the integration of generative artificial intelligence (GenAI) in English for Specific Purposes (ESP) instruction from 2020 to 2025. Using the PRISMA 2020 framework, 61 open-access empirical studies from the Scopus database were selected and analyzed through a hybrid bibliometric and thematic approach. The findings reveal a significant increase in research after 2023, reflecting the rapid adoption of large language models in educational contexts. The results indicate that GenAI has transformed ESP pedagogy by shifting from product-oriented to process-oriented learning, enabling real-time feedback, iterative writing practices, personalized learning, and more authentic, domain-specific communication tasks. These changes also redefine the roles of teachers as facilitators and learners as more autonomous participants. However, the integration of GenAI presents critical challenges, including learner overreliance, concerns over accuracy in specialized domains, issues of academic integrity and assessment validity, and limited pedagogical readiness among educators. Additionally, the review identifies key research gaps, particularly the lack of integrative frameworks, longitudinal evidence, and ESP-specific ethical guidelines. This study contributes by synthesizing fragmented findings into a comprehensive understanding of pedagogical transformation in AI-integrated ESP and offers theoretical insights and practical implications for educators, curriculum designers, and policymakers in advancing evidence-based and responsible implementation of GenAI in specialized language education.