ChatGPT and L2 written communication: A game-changer or just another tool?

Artem ZADOROZHNYY, Wan Yee Winsy LAI

Research output: Contribution to journalArticlespeer-review

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 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. Copyright © 2023 by the authors.

Original languageEnglish
Article number5
JournalLanguages
Volume9
Issue number1
DOIs
Publication statusPublished - Dec 2023

Citation

Zadorozhnyy, A., & Lai, W. Y. W. (2023). ChatGPT and L2 written communication: A game-changer or just another tool? Languages, 9(1), Article 5. https://doi.org/10.3390/languages9010005

Keywords

  • AI
  • ChatGPT
  • GenAI
  • Language learning
  • Language teaching
  • Chatbots
  • Computer-assisted language learning

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