ChatGPT

ChatGPT-assisted language instruction is gathering irresistible momentum in today’s fast-moving, AI-governed world of educational enterprises. The current scoping review article sought to analyze and synthesize the existing literature on the complementary use of ChatGPT in second/foreign language (L2/FL) education and pedagogy. Aligned with Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA‑ScR), the study adopted a systematic approach to evidential data search and analysis. A total of 28 peer-reviewed articles retrieved from well-established databases, such as Scopus and Web of Science (WoS), were reviewed to map the scope and consequences of the growing body of literature on using ChatGPT as an L2/FL learning/teaching tool. Centering around five predetermined variables, including setting, design, focus area, objective, and concluding remarks, the content or thematic analysis results helped to shape a clear picture of the literature under review. The literature-derived evidential data also referred to the fruits of ChatGPT-assisted instruction under three distinct headings: learning outcomes, pedagogical outcomes, and cognitive-affective impetus for language learning and teaching. The review results also revealed the repercussions of the instruction mainly concerned with ethical and technical concerns. Given the immature but fast-paced nature of the literature on the instructional model, this early attempt, though provided a brief sketch of the research scope and chief outcomes of the model, needs to be complemented with future systematic reviews to fully unlock the potential of language pedagogy well suited to the demands of today’s technology-governed education.

The advent of advanced artificial intelligence (AI) technology, represented by ChatGPT, has ushered in new possibilities in the realm of language learning and teaching. This pre-application pedagogic position study delves into the potential benefits and associated challenges of employing ChatGPT as a potent pedagogical instrument for the acquisition of legal vocabulary. The proposed pedagogy is based on the authors’ primary experiences with the use of ChatGPT for their personal and pedagogical purposes and an unsystematic application of the pedagogy in EAP classes for undergraduate students at a law school of a university in Bangladesh. Our pre-application proposed innovative ChatGPT-mediated approach to vocabulary instruction is theoretically grounded in constructivism in language teaching and (web) technology in constructivist language pedagogy. The proposed pedagogy utilizes online newspapers with legal terminology, creating an interactive learning environment that encourages active participation and covers pronunciation, meaning, and spelling. It leverages primary language word definitions, refines pronunciation, fosters bilingual comprehension, and enhances spelling proficiency, offering a comprehensive learning experience. However, the study also predicts that the implementation of ChatGPT-based language instruction may involve challenges related to educator proficiency, student participation, resource limitations, and technology requirements. This study not only underscores the value of ChatGPT in language education but also paves the way for future research and innovation in the field. 

With the advent of artificial intelligence (AI) tools, language teachers are presented with new possibilities for addressing challenges in language education. This intervention study aimed to investigate views from ESL teachers on the benefits and challenges of integrating ChatGPT, An artificial intelligence (AI) language model created by OpenAI in 2023, into ESL classrooms for personalized language learning. The study carried out in two upper-secondary schools, combines teacher questionnaires and interviews with a personalized learning intervention based on ChatGPT. The primary focus was on understanding the effect of ChatGPT-based personalized learning assignments on learners’ grammatical knowledge in a local classroom setting. Through the questionnaire, initial teacher concerns regarding the precision, dependability, and helpful application of AI tools were investigated. Despite these reservations, the intervention demonstrated a notable decrease in grammatical errors in student writing. Subsequent interviews revealed a positive shift in teacher perceptions, indicating increased receptivity to AI-based approaches after witnessing positive outcomes. The study highlights the importance of teacher training and hands-on experience in overcoming initial hesitations associated with AI tool adoption in pedagogical practices. Moreover, the promising results suggest that AI-powered instruments, like ChatGPT, have the potential to enhance personalized language learning. This underscored the significance of educators cultivating their Technological Pedagogical Content Knowledge (TPACK) to overcome hesitations and effectively harness the potential of ChatGPT for augmenting individualized learning. The study’s findings provided evidence supporting the utilization of ChatGPT-based personalized learning assignments to meet the specific requirements of the schools in question.