The use of Copilot, Gemini and ChatGPT in the context of foreign language learning and teaching - An academic technology review

Oct 15, 2026

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The academic technology review examines theoretical foundations for using AI and large language models—Copilot, Gemini, and ChatGPT—in foreign language learning and teaching. It outlines the aims, methods, and evidence-based affordances of these tools, emphasizing practical support for language writing through style revision, vocabulary use, grammar checking, and reference support. The review also discusses implementation implications and flags risks including increased screen time, cognitive effects, and potential addiction, calling for deeper analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Background

Objective

Methodology

Results

Conclusions

Theoretical Foundations and Rationale

OPEN ACCESS Research Article Contemporary Educational Technology, 2026, 18(2), ep640 ISSN: 1309-517X (Online) The use of Copilot, Gemini and ChatGPT in the context of foreign language learning and teaching: An academic technology review Liqaa Habeb Al-Obaydi 1 0000-0003-3991-6035 Marcel Pikhart 2* 0000-0002-5633-9332 1 Department of English, College of Education for Human Sciences, University of Diyala, Diyala, IRAQ 2 Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Hradec Kralove, CZECH REPUBLIC * [Corresponding author:](Corresponding author: Marcel.pikhart@uhk.cz)[ Marcel.pikhart@uhk.cz](Corresponding author: Marcel.pikhart@uhk.cz) Citation: Al-Obaydi, L. H., & Pikhart, M. (2026) . The use of Copilot, Gemini and ChatGPT in the context of foreign language learning and teaching: An academic technology review. Contemporary Educational Technology, 18(2), Article ep640 . [https://doi.org/10.30935/cedtech/18056](https://doi.org/10.30935/cedtech/18056) ARTICLE INFO ABSTRACT | Received: 1 Apr 2025
Accepted: 13 Feb 2026
INTRODUCTION | Background: This technology review provides an overview about the theoretical background of using artificial intelligence (AI) and large language models (LLMs) in language teaching and learning, namely the generative AI chatbots Copilot, Gemini, and ChatGPT.
Objective: The aim of this review was to provide the users with a critical and analytical overview of the affordances these tools can provide.
Methodology: Technology review.
Results: It demonstrates the advantages of these three applications by introducing actual variations of the real use in language learning by using three specific prompts in relation to language writing including revising the style of writing, vocabulary use, grammar check, and references. The readers will thus be provided with a critical hands-on synopsis of the possibilities of these three tools widely used in the global world.
Conclusions: Discussion of the results gained and implications of using these three applications are finally covered so that it is clearer how these tools can be implemented. However, the article also calls for an in-depth analysis of these tool regarding the potential pitfalls related to increased screen time, cognitive impacts and potential addiction.
Keywords: artificial intelligence, higher education, LLM, language learning, language teaching | | --- | --- | It is essential to research the theoretical underpinnings of artificial intelligence (AI) applications such as Copilot, Gemini, and ChatGPT in language learning and instruction for a number of reasons. It enables teachers to successfully incorporate AI into their teaching practices by assisting them in comprehending the fundamental ideas and workings of these tools (Alhusaiyan, 2024; Kohnke et al., 2023) . This information also makes it possible to create evidence-based tactics that can improve engagement and learning results (Manire et al., 2024) . Additionally, by comprehending the theoretical facets, ethical issues like prejudice and data privacy can be addressed, guaranteeing the proper application of AI in educational contexts (Macinska & Vinkler, 2024). Through the establishment of strong theoretical foundations for AI applications, educators may better equip students for a future in which AI will be integral to many facets of life (Al-Kadi & Ali, 2024) . It is essential to comprehend how Copilot, Gemini, and ChatGPT differ from one another when it comes to language learning and teaching because each AI application has special features that can improve the learning process in different ways (Rossettini et al., 2024). Microsoft Copilot is perfect for writing, data analysis, and coding work since it integrates well with productivity tools Wang et al.’s (2024) . With its multimodal capabilities, which include processing and producing text, graphics, audio, and video, Google’s Gemini

FAQs

What is the main objective of this technology review?

To provide a critical and analytical overview of the affordances of Copilot, Gemini, and ChatGPT for foreign language learning and teaching.

How does the review describe the practical value of these tools for language writing?

It highlights advantages demonstrated through example prompts related to revising writing style, improving vocabulary use, supporting grammar checking, and handling references.

What risks does the article warn about when implementing these AI tools in education?

It calls for deeper analysis of potential pitfalls such as increased screen time, cognitive impacts, and the possibility of addiction.

Oct 15, 2026

Upload by jayni