Embracing ChatGPT for Enhanced English as a Foreign Language Learning and Teaching: Teachers' Attitudes (original) (raw)

Teacher Trainees´ Attitudes Towards Integrating Chatbots Into Foreign Language Classes

INTED proceedings, 2022

Generally, developing and improving foreign language conversation skills are the most challenging aspects of foreign language education. The situation of many foreign language teachers and learners has been made even more complicated and challenging after the Covid-19 outbreak, which caused a sudden move to distance learning environments. Although schools can choose from a wide range of modern digital technologies, not all are suitable for supporting or even replacing a spontaneous conversation in the class. The paper explores the use of chatbots as a possible solution for developing conversational skills (both in an oral and written form) of learners of English as a foreign language. Chatbots (chatting robots or conversational robots) are usually used in commercial situations (customer services). Recently, it has been questioned how effective chatbots can be in assisting non-native English language teachers as tools for simulated conversation. While learners often do not have the opportunity to converse with the teacher or classmates as much as they need, chatbots are available at any time, and they can “tolerate” the learner´s pace and allow learners to keep track of their own performance over time. The paper publishes the results of the survey administered among 362 future teachers of English (all of them were university students and non-native speakers of English) in the Czech Republic and Slovakia. Nearly 41% of the respondents did not have any (conscious) experience with chatbots before participating in the research. 23.8% of respondents had some experience with educational chatbots, and 21.8% of respondents had some experience conversing with commercial chatbots. Generally, the respondents evaluated their conversation with Mitsuku the chatbot as fluent (62.43%), entertaining (58.83%), linguistically accurate (72.92%), and enjoyable (94.47%). However, only 35.63% of respondents perceived their conversation with the chatbot as natural. Consequently, 49.2% of respondents would not use chatbots in their future English classes, and only 35.9% of respondents would integrate chatbots in their teaching decidedly. Compared to the research results published abroad, the results pointed out the possible gaps in how well the Czech and Slovak teacher trainees are informed about the modern digital tools available for school or independent English language learning and their expectations regarding the development of conversation skills are. In addition, the results showed the areas where teacher training may be extended and updated.

Learning and teaching with ChatGPT: Potentials and applications in foreign language education

This literature review delves into the applications and implications of ChatGPT, an artificial intelligence-driven chatbot, in educational settings. As technology continues to permeate the field of education, ongoing debates persist regarding the potential impact on learners' critical thinking skills and the evolving role of educators. Instead of resisting such technologies, this review contends that discussions should focus on strategies to optimise their use within education. By conducting a comprehensive content analysis, this study homes in on the utilisation of ChatGPT, harnessing its natural language processing technology, within the realm of foreign language acquisition. The findings of this review indicate that ChatGPT can significantly enhance foreign language writing skills and conversational capabilities, offering tailored language support. Through personalised feedback and guidance, ChatGPT has the potential to facilitate more effective knowledge acquisition and create practical and interactive learning experiences, particularly in applied sciences. It is important to note, however, that ongoing debates surrounding accuracy, currency, and reliability should be considered. Thus, the study emphasises the cautious and responsible use of ChatGPT within educational contexts. To summarise, when used responsibly, AI chatbots such as ChatGPT can enrich language learning processes and provide practical and active learning experiences, ultimately fostering more

ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning?

International Journal of Emerging Technologies in Learning (iJET)

This paper explores the correspondence between the use of ChatGPT and the generally accepted definitions of learning. The study compares the data provided by ChatGPT with well-known definitions of learning in order to determine if the use of the chatbot supports language learning. The research questions focus on the alignment between ChatGPT and the definitions of learning, the potential behavioral changes resulting from learning via ChatGPT, the learning experience provided by the chatbot, and the support it offers for language learning and the development of linguistic and social skills. The methodology of the study involves a qualitative approach, collecting data from university students who used ChatGPT to complete writing assignments. The participants were observed during their interaction with ChatGPT, and interviews were conducted to gather their perspectives. The collected data were compared to a list of definitions and concepts of learning and language learning. The results...

ChatGPT and language learning: University educators’ initial response

2023

This article examines the initial response of university-level language educators to ChatGPT, an AI chatbot, within the first ten weeks of its release. ChatGPT, which stands for 'Chat Generative Pre-trained Transformer', is a conversational AI language model developed by OpenAI, a private artificial intelligence research organisation. A global survey collected data from 367 teachers of 16 languages. The results show strong awareness of ChatGPT among educators, but wide variation in experience and knowledge highlights the need for training and support. While use of ChatGPT was limited, particularly for pedagogical tasks, the majority of educators expressed interest in integrating it into their future teaching practice. In more concrete terms, more teachers indicated they were likely to use it to create language learning resources and recommend it for self-study than use it for managing assessment. In regards to the potential impact of ChatGPT on the field of education, educators showed a mixture of concern and optimism. While many agreed that it would increase the accessibility of language teaching and have a positive impact on selfstudy, even more had concerns about the potential for cheating and over-reliance, highlighting the importance of ethical guidelines. This research contributes to the understanding of the opportunities and challenges associated with ChatGPT in language education.

Benefits and Challenges of Using ChatGPT: An Exploratory Study on English Language Program

University of Bisha Journal for Humanities, 2023

This study was conducted during the early stages of ChatGPT's emergence to explore faculty members' perceptions of its benefits and challenges in the field of English as a Foreign Language (EFL). Employing an exploratory descriptive research design, the study gathered both quantitative and qualitative data from a sample of 58 faculty members at the University of Bisha, Saudi Arabia. A questionnaire consisting of closed-ended and openended items was utilized to collect information about the opportunities presented by ChatGPT and the challenges it poses in the field of EFL. The results indicated that while most EFL teachers held a highly positive view of ChatGPT's contribution to English language teaching and learning in higher education, some expressed concerns regarding issues such as plagiarism and overreliance on chatbots, with minimal effort from the learners themselves. No differences were reported in the teachers' perceptions of the benefits and challenges of using ChatGPT attributed to gender. Moreover, teachers with teaching experience between 6-10 years had significantly more positive perceptions compared to the other two groups. Based on these findings, the study suggests conducting further research with a larger sample size to uncover the actual utilization of ChatGPT and its impact on EFL learning and teaching. To harness the potential of this technology effectively, teachers can incorporate ChatGPT-based teaching methods to enhance students' language learning. The findings highlighted the importance of providing training to teachers on how to engage students positively with ChatGPT while mitigating its negative consequences.

Adopting ChatGPT to Enhance Educational Experiences

2023

The integration of artificial intelligence into the realm of education has emerged as a consequence of using information and communication technologies as effective instruments to enhance the process of teaching and learning. In November 2022, an AIdriven chatbot known as ChatGPT was introduced. This chatbot possesses the capability to produce coherent and informative responses akin to those generated by humans in response to user inputs. ChatGPT demonstrates its adaptability as a potential facilitator of open education by providing assistance, guidance, and feedback to self-directed learners; thereby amplifying their motivation and involvement. The aim of this paper is to conduct a comprehensive analysis of the aforementioned aspects and delve into the prospective application of ChatGPT within educational frameworks. More precisely, its objectives encompass advocating integration of ChatGPT in educational contexts and furnishing educators with a repertoire of methodologies and approaches to guarantee the prudent and efficacious incorporation of ChatGPT in pedagogical or research endeavors. Through these efforts, the paper strives to foster a heightened and well-informed discourse about the utilization of ChatGPT within the scope of education. The paper outlines the essential strategies and methodologies that should be concurrently utilized when incorporating the services of ChatGPT in educational settings.

Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective

2022

Introducing new technologies such as messaging platforms, and the chatbots attached to them, in higher education, is rapidly growing. This introduction entails a careful consideration of the potential opportunities and/or challenges of adopting these tools. Hence, a thorough examination of the teachers' experiences in this discipline can shed light on the effective ways of enhancing students' learning and boosting their progress. In this contribution, we have surveyed the opinions of tertiary education teachers based in Spain (mainly) and Spanish-speaking countries. The focus of these surveys is to collect teachers' feedback about their opinions regarding the introduction of the messaging platforms and chatbots in their classes, understand their needs and to gather information about the various educational use cases where these tools are valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools can vary across gender, experi...

What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education

Smart Learning Environments, 2023

Artificial Intelligence (AI) technologies have been progressing constantly and being more visible in different aspects of our lives. One recent phenomenon is ChatGPT, a chatbot with a conversational artificial intelligence interface that was developed by OpenAI. As one of the most advanced artificial intelligence applications, ChatGPT has drawn much public attention across the globe. In this regard, this study examines ChatGPT in education, among early adopters, through a qualitative instrumental case study. Conducted in three stages, the first stage of the study reveals that the public discourse in social media is generally positive and there is enthusiasm regarding its use in educational settings. However, there are also voices who are approaching cautiously using ChatGPT in educational settings. The second stage of the study examines the case of ChatGPT through lenses of educational transformation, response quality, usefulness, personality and emotion, and ethics. In the third and final stage of the study, the investigation of user experiences through ten educational scenarios revealed various issues, including cheating, honesty and truthfulness of ChatGPT, privacy misleading, and manipulation. The findings of this study provide several research directions that should be considered to ensure a safe and responsible adoption of chatbots, specifically ChatGPT, in education.

Integration of Chatbots in Additional Language Education: A Systematic Review

European Journal of Educational Research, 2024

This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and selfconfidence. Resumen: Esta exhaustiva revisión sistemática profundiza en la creciente prevalencia de la integración de chatbots en la enseñanza de idiomas. El objetivo general es evaluar el panorama actual del conocimiento sobre la utilización de chatbots y su influencia en tres elementos cruciales: las habilidades, las actitudes y las emociones de los estudiantes. Además, la revisión pretende escudriñar las ventajas vinculadas a la incorporación de chatbots en la enseñanza de lenguas extranjeras, explorando sus beneficios potenciales al tiempo que se consideran las limitaciones y los posibles impactos negativos en habilidades específicas o en las experiencias de los usuarios. En consecuencia, esta investigación ofrece valiosas perspectivas sobre la aplicación de chatbots en la enseñanza de lenguas extranjeras, arrojando luz sobre sus ventajas potenciales y las áreas que justifican una mayor exploración y mejora. La integración de chatbots en el aprendizaje de idiomas, a pesar de ciertas limitaciones, suele arrojar resultados positivos y mejorar los resultados educativos en las competencias de los estudiantes. Sus características también pueden influir en la actitud del estudiante de idiomas, incidiendo en factores como la motivación, el interés, la autonomía en el aprendizaje y el compromiso o incluso su sentido de la diversión. Además, los chatbots resultan útiles para crear entornos de aprendizaje emocionalmente positivos y pueden contribuir a aumentar la autoestima y la confianza de los estudiantes en sí mismos. Indications of quality : Scimago C2 impacto 0.39 Social Sciences, Education (2023), Citescore 3.6, 74%, ranking 376/1469, Education (2022). How to cite: Cislowska, A. I., & Pena-Acuna, B. (2024). Integration of Chatbots in Additional Language Education: A Systematic Review. European Journal of Educational Research, 13 (4). 1607-1625. https://doi.org/10.12973/eu-jer.13.4.1607

Incorporating AI in foreign language education: An investigation into ChatGPT's effect on foreign language learners

Education and Information Technologies, 2024

ChatGPT, an artificial intelligence application, has emerged as a promising educational tool with a wide range of applications, attracting the attention of researchers and educators. This qualitative case study, chosen for its ability to provide an in-depth exploration of the nuanced effects of AI on the foreign language learning process within its real-world educational context, aimed to utilize ChatGPT in foreign language education, addressing a gap in existing research by offering insights into the potential, benefits, and drawbacks of this innovative approach. The study involved 13 preparatory class students studying at the School of Foreign Languages at a university in Turkey. The students were introduced to ChatGPT through learning experiences over a span of four weeks by the researcher as a language teacher. The qualitative data collected from the interviews were analysed using thematic analysis. The findings suggest that ChatGPT positively affects students' learning experiences, especially in writing, grammar, and vocabulary acquisition, and enhances motivation and engagement through its versatile and accessible nature in various learning activities. These insights contribute to understanding the utility and constraints of employing ChatGPT technology in foreign language instruction and can inform educators and researchers in developing effective teaching strategies and in designing curricula.