Exploring ChatGPT in Language Teaching for Higher Education in China

Research Article
Open access

Exploring ChatGPT in Language Teaching for Higher Education in China

Yiya Ma 1 , Yutao Huang 2* , Qiushi Wang 3
  • 1 Shenyang Conservatory of Music    
  • 2 Fujian Agriculture and Forestry University    
  • 3 Liaoning Normal University    
  • *corresponding author yutaohuang@fafu.edu.cn
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/18/20231337
LNEP Vol.18
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-061-5
ISBN (Online): 978-1-83558-062-2​

Abstract

Nowadays, the application of ChatGPT is of great importance for the improvement and convenience of students’ learning. Nevertheless, ChatGPT has raised significant concerns about language learning in higher education, which challenges teachers. ChatGPT features high productivity and is a model that serves students to learn conversationally. They can search for information, ask follow-up questions, and even test the premise through utterances. However, with the integration of artificial intelligence and language learning, the challenges of language learning are becoming more serious; particularly in the homogenization of education, there are many views on the limitations and weaknesses of AI (Artificial Intelligence) tools that affect student learning. Despite this well-known study, there isn’t much scholarly research on ChatGPT’s detrimental effects on teaching and learning languages. Therefore, this paper will contribute to providing the relevance between ChatGPT and language teaching that are interdependent in higher education for Chinese universities through case analysis. The present study utilizes a questionnaire to collect Chinese college students’ English learning data to explore whether ChatGPT is helpful and valuable in language learning. The main findings of this research are:1) ChatGPT can help students in their language learning. 2) ChatGPT can play a role as a tutorTherefore, this paper will contribute to providing the relevance between ChatGPT and language teaching that are interdependent in higher education for Chinese universities.

Keywords:

ChatGPT, higher education, language education, learning strategy

Ma,Y.;Huang,Y.;Wang,Q. (2023). Exploring ChatGPT in Language Teaching for Higher Education in China. Lecture Notes in Education Psychology and Public Media,18,265-271.
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References

[1]. Popenici, S.A.D., Kerr, S. Exploring the impact of artificial intelligence on teaching and learning in higher education. RPTEL 12, 22 (2017).

[2]. Mohammad A. “ChatGPT: Future Directions and Open Possibilities”. Mesopotamian Journal of CyberSecurity, vol. 2023, Jan. 2023, pp. 16-17, doi:10.58496/MJCS/2023/003.

[3]. Chamot, A. U., & O’Malley, J. M. (1986). A cognitive academic language learning approach: An ESL content-based curriculum.

[4]. Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada journal, 09-30.

[5]. Kohnke, Lucas, Benjamin Luke Moorhouse, and Di Zou. “ChatGPT for Language Teaching and Learning.” RELC Journal (2023): 00336882231162868.

[6]. Zhou, J., Ke, P., Qiu, X. et al. ChatGPT: potential, prospects, and limitations. Front Inform Technol Electron Eng (2023).

[7]. Rahman, Md Mostafizer, and Yutaka Watanobe. “ChatGPT for Education and Research: Opportunities, Threats, and Strategies.” (2023).

[8]. Jaynes, T. L. (2022). “I Am Not Your Robot:” the metaphysical challenge of humanity’s AIS ownership. AI & SOCIETY, 37(4), 1689-1702.

[9]. Friedman, B., & Goldberg, J. C. (2016). Open book: The inside track to law school success. Aspen Publishing.

[10]. Rahman, M. M., & Watanobe, Y. (2023). Chatgpt for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 57832.

Cite this article

Ma,Y.;Huang,Y.;Wang,Q. (2023). Exploring ChatGPT in Language Teaching for Higher Education in China. Lecture Notes in Education Psychology and Public Media,18,265-271.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-061-5(Print) / 978-1-83558-062-2​(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.18
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Popenici, S.A.D., Kerr, S. Exploring the impact of artificial intelligence on teaching and learning in higher education. RPTEL 12, 22 (2017).

[2]. Mohammad A. “ChatGPT: Future Directions and Open Possibilities”. Mesopotamian Journal of CyberSecurity, vol. 2023, Jan. 2023, pp. 16-17, doi:10.58496/MJCS/2023/003.

[3]. Chamot, A. U., & O’Malley, J. M. (1986). A cognitive academic language learning approach: An ESL content-based curriculum.

[4]. Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada journal, 09-30.

[5]. Kohnke, Lucas, Benjamin Luke Moorhouse, and Di Zou. “ChatGPT for Language Teaching and Learning.” RELC Journal (2023): 00336882231162868.

[6]. Zhou, J., Ke, P., Qiu, X. et al. ChatGPT: potential, prospects, and limitations. Front Inform Technol Electron Eng (2023).

[7]. Rahman, Md Mostafizer, and Yutaka Watanobe. “ChatGPT for Education and Research: Opportunities, Threats, and Strategies.” (2023).

[8]. Jaynes, T. L. (2022). “I Am Not Your Robot:” the metaphysical challenge of humanity’s AIS ownership. AI & SOCIETY, 37(4), 1689-1702.

[9]. Friedman, B., & Goldberg, J. C. (2016). Open book: The inside track to law school success. Aspen Publishing.

[10]. Rahman, M. M., & Watanobe, Y. (2023). Chatgpt for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 57832.

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