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Using ChatGPT in Language Learning
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Using ChatGPT in Language Learning

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (30 June 2023) | Viewed by 68973

Special Issue Editors

Dr. Ju-Seong Lee

E-Mail Website
Guest Editor
Department of English Language Education, The Education University of Hong Kong, Hong Kong, China
Interests: Informal Digital Learning of English (IDLE); Intelligent Computer Assisted Language Learning (ICALL); willingness to communicate in digital and non-digital contexts; media multitasking; positive psychology in second language acquisition; English as an international language; global Englishes; supporting marginalized and vulnerable groups
Dr. Jieun Kiaer

E-Mail Website
Guest Editor
Faculty of Asian and Middle Eastern Studies, University of Oxford, Oxford OX1 2LE, UK
Interests: syntax/prosody interface; pragmatics; language acquisition; particle functional grammar; applied linguistic; translanguaging; bi/multilingualism; translation studies; intercultural
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues, 

Languages is now accepting submissions for a Special Issue on the use of ChatGPT in language learning. ChatGPT became available on November 30th, 2022, and we expect that it will significantly impact language education. We invite articles that explore the use of ChatGPT and other AI tools in language learning classrooms and their potential implications for learners' performances and wellbeing.

We welcome submissions from all applied linguistics and pedagogical perspectives. In particular, we encourage articles that examine the potential impact of ChatGPT on translation and grammar teaching in English and other languages, including minority languages for which there are fewer teachers.

Topics for submissions may include, but are not limited to:

  • Best practices for using ChatGPT in language learning classrooms;
  • The potential impact of ChatGPT on learners' language proficiency and fluency;
  • Ethical considerations in the use of ChatGPT in language education;
  • The role of teachers in integrating ChatGPT into language learning curricula;
  • The potential impact of ChatGPT on translation and grammar teaching in different languages;
  • The use of ChatGPT to support the learning of minority languages.

We are particularly interested in articles that draw on empirical data to support their claims. We also welcome theoretical articles that explore the potential broader implications of the use of ChatGPT in language learning.

Tentative Completion Schedule

Abstract deadline: 31 March 2023 
Full submission deadline: 31 May 2023
Paper length: 2000–4000 words

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the guest editors ([email protected]) or to Languages editorial office ([email protected]). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the special issue. Full manuscripts will undergo double-blind peer-review.

Dr. Jieun Kiaer
Dr. Ju-Seong Lee
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ChatGPT
  • language learning

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Published Papers (6 papers)

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Research

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16 pages, 1603 KiB  
Article
Exploring the Role of Artificial Intelligence in Facilitating Assessment of Writing Performance in Second Language Learning
by Zilu Jiang, Zexin Xu, Zilong Pan, Jingwen He and Kui Xie
Languages 2023, 8(4), 247; https://doi.org/10.3390/languages8040247 - 23 Oct 2023
Cited by 5 | Viewed by 4236
Abstract
This study examined the robustness and efficiency of four large language models (LLMs), GPT-4, GPT-3.5, iFLYTEK and Baidu Cloud, in assessing the writing accuracy of the Chinese language. Writing samples were collected from students in an online high school Chinese language learning program [...] Read more.
This study examined the robustness and efficiency of four large language models (LLMs), GPT-4, GPT-3.5, iFLYTEK and Baidu Cloud, in assessing the writing accuracy of the Chinese language. Writing samples were collected from students in an online high school Chinese language learning program in the US. The official APIs of the LLMs were utilized to conduct analyses at both the T-unit and sentence levels. Performance metrics were employed to evaluate the LLMs’ performance. The LLM results were compared to human rating results. Content analysis was conducted to categorize error types and highlight the discrepancies between human and LLM ratings. Additionally, the efficiency of each model was evaluated. The results indicate that GPT models and iFLYTEK achieved similar accuracy scores, with GPT-4 excelling in precision. These findings provide insights into the potential of LLMs in supporting the assessment of writing accuracy for language learners. Full article
(This article belongs to the Special Issue Using ChatGPT in Language Learning)
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12 pages, 869 KiB  
Article
An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions
by Yangyu Xiao and Yuying Zhi
Languages 2023, 8(3), 212; https://doi.org/10.3390/languages8030212 - 13 Sep 2023
Cited by 50 | Viewed by 26636
Abstract
ChatGPT, a general-purpose intelligent chatbot developed by OpenAI, has introduced numerous opportunities and challenges in the field of language education. With its remarkable ability to generate diverse forms of text, answer questions, and provide translations within minutes, ChatGPT has become an influential tool [...] Read more.
ChatGPT, a general-purpose intelligent chatbot developed by OpenAI, has introduced numerous opportunities and challenges in the field of language education. With its remarkable ability to generate diverse forms of text, answer questions, and provide translations within minutes, ChatGPT has become an influential tool in the era of advanced AI technology. However, to what extent ChatGPT can be used to assist students in completing language learning tasks remains largely unexplored. Against this background, this study aimed to investigate students’ experiences with ChatGPT and their perceptions of its role in language learning through a small-scale qualitative study. The data were collected through semi-structured interviews with five students at a top-tier international university in China. Students’ responses revealed that ChatGPT has the potential to serve as a valuable learning partner and aid students in completing language-related tasks. Furthermore, participants exhibited critical judgment in evaluating the quality of ideas and outputs generated by ChatGPT, as well as the ability to modify prompts to maximize learning benefits. Such critical judgment offsets the potential threats to academic integrity posed by ChatGPT. Our findings contribute to the understanding of the potential of ChatGPT in language education by adding empirical evidence from students’ perspectives. This study supports the idea that ChatGPT can work as an effective tool for providing students with immediate feedback and personalized learning experiences. Such findings generate implications for future pedagogical practices in the new era by providing students with personalized guidance, designing technology-embedded language support, and developing students’ lifelong learning skills (e.g., autonomy and evaluative judgment) with the support of ChatGPT. Full article
(This article belongs to the Special Issue Using ChatGPT in Language Learning)
18 pages, 3268 KiB  
Article
Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT
by Belle Li, Xiaojing Kou and Curtis J. Bonk
Languages 2023, 8(3), 197; https://doi.org/10.3390/languages8030197 - 22 Aug 2023
Cited by 20 | Viewed by 8514
Abstract
Since late 2022, dozens of YouTube channels focusing on a diverse array of topics related to language learning with generative AI tools such as ChatGPT have rapidly emerged. This study explores the implementations and perspectives of YouTube content creators who now constitute an [...] Read more.
Since late 2022, dozens of YouTube channels focusing on a diverse array of topics related to language learning with generative AI tools such as ChatGPT have rapidly emerged. This study explores the implementations and perspectives of YouTube content creators who now constitute an increasingly important segment of the ecosystem of language teaching and learning. A mixed methods netnographic approach was employed, combining qualitative and quantitative techniques. A total of 140 videos were identified and analyzed, and an in-depth content analysis was conducted to uncover underlying themes. Four main categories of creators were identified: educators, learners, technology professionals, and e-learning providers. Educators, especially English and Japanese teachers, were the majority, followed by learners and technology field professionals. This study highlights the benefits, drawbacks, and concerns associated with the integration of AI tools in language learning. By examining this rapidly evolving phenomenon, the study contributes towards an understanding of the role and impact of generative AI tools in language education. Full article
(This article belongs to the Special Issue Using ChatGPT in Language Learning)
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Other

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11 pages, 3669 KiB  
Commentary
ChatGPT and L2 Written Communication: A Game-Changer or Just Another Tool?
by Artem Zadorozhnyy and Wan Yee Winsy Lai
Languages 2024, 9(1), 5; https://doi.org/10.3390/languages9010005 - 20 Dec 2023
Cited by 6 | Viewed by 5721
Abstract
The development of English language written communication skills across many contexts has been hindered by factors such as examination-oriented cultures, anxiety associated with both oral and written communication, limited opportunities for engaging in authentic communication, and a lack of individualized, personalized feedback. Multiple [...] Read more.
The development of English language written communication skills across many contexts has been hindered by factors such as examination-oriented cultures, anxiety associated with both oral and written communication, limited opportunities for engaging in authentic communication, and a lack of individualized, personalized feedback. Multiple studies throughout the last decade have explored chatbot integration as a means to address these issues and enhance students’ language learning toolkits. This paper delves into the potential benefits and roles of advanced Generative AI (GenAI) chatbots (e.g., ChatGPT) in enhancing second language (L2) communicative practices. We evaluate findings associated with various types of chatbots and present pedagogical strategies for their application of GenAI in both in-class and out-of-class spaces to support students’ language learning experiences. We also propose future research directions, emphasizing the necessity to explore the ethical use of AI tools, their impact on L2 communication, and the comparative effectiveness of retrieval-based and GenAI-powered chatbots in language education. Full article
(This article belongs to the Special Issue Using ChatGPT in Language Learning)
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16 pages, 5613 KiB  
Commentary
Empowering Chinese Language Learners from Low-Income Families to Improve Their Chinese Writing with ChatGPT’s Assistance Afterschool
by Xiaying Li, Belle Li and Su-Je Cho
Languages 2023, 8(4), 238; https://doi.org/10.3390/languages8040238 - 18 Oct 2023
Cited by 8 | Viewed by 3971
Abstract
ChatGPT is a state-of-the-art generative artificial intelligence (AI) chatbot released by OpenAI in 2022. It simulates human conversation and has the capability to generate different texts at various levels of sophistication in near real time depending upon the user’s skill in creating prompts. [...] Read more.
ChatGPT is a state-of-the-art generative artificial intelligence (AI) chatbot released by OpenAI in 2022. It simulates human conversation and has the capability to generate different texts at various levels of sophistication in near real time depending upon the user’s skill in creating prompts. While concerns have been raised about academic dishonesty and cheating among students, ChatGPT has significant academic potential for education, particularly in the field of language learning. This research explores the potential of ChatGPT in supporting and empowering Chinese language learners (CLLs) whose first language is English to enhance their writing skills, mainly focusing on the research question: Is there a functional relation between Chinese language learners from low‐income families using ChatGPT after school twice a week and improvements in their Chinese writing? Four participants with varying language proficiency levels were recruited, and their data were analyzed using an ABA design. Over three weeks, they utilized ChatGPT twice a week for approximately 20 min each after school. The students’ writing scores, writing samples, and learning reflections were used to triangulate the data and enhance the data’s trustworthiness. The findings indicate that (1) each participant made a noticeable improvement in their Chinese writing scores during the intervention and reversal phases; (2) ChatGPT played a crucial role in correcting errors and facilitating the development of complete sentence structures; and (3) the students expressed a sense of empowerment through their interactions with ChatGPT. These findings highlight that ChatGPT shows promise as a supportive tool for CLLs from low-income families, reducing educational inequality and promoting equitable access to language learning opportunities. Full article
(This article belongs to the Special Issue Using ChatGPT in Language Learning)
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6 pages, 340 KiB  
Commentary
Exploring the Ethical Dimensions of Using ChatGPT in Language Learning and Beyond
by Silvia Vaccino-Salvadore
Languages 2023, 8(3), 191; https://doi.org/10.3390/languages8030191 - 14 Aug 2023
Cited by 23 | Viewed by 11276
Abstract
The emergence of ChatGPT in the field of education has opened up new opportunities for language learning, but it has also brought about significant ethical considerations that must be carefully considered and addressed to ensure that this technology is used responsibly. With the [...] Read more.
The emergence of ChatGPT in the field of education has opened up new opportunities for language learning, but it has also brought about significant ethical considerations that must be carefully considered and addressed to ensure that this technology is used responsibly. With the field of artificial intelligence (AI) advancing at an unprecedented rate, it is imperative for educators and administrators to remain vigilant in monitoring the ethical implications of integrating ChatGPT into language education and beyond. This paper will explore several ethical dimensions concerning the use of ChatGPT, a sophisticated language model developed by OpenAI, in language education. It will discuss privacy, bias, reliability, accessibility, authenticity, and academic integrity as significant ethical implications to consider while integrating ChatGPT into the language classroom. By gaining an initial understanding of the ethical implications involved in utilizing ChatGPT in language education, students, teachers, and administrators will be able to make informed decisions about the appropriate use of the technology, ensuring that it is employed in an ethical and responsible manner. Full article
(This article belongs to the Special Issue Using ChatGPT in Language Learning)
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