Exploring the Role of ChatGPT in Developing Critical Digital Literacies in Language Learning: A Qualitative Study

Authors

DOI:

https://doi.org/10.54855/paic.2341

Keywords:

ChatGPT, Artificial Intelligence, Learner Autonomy, Online Language Learning; Critical Digital Literacies

Abstract

This qualitative research study aims to investigate the role of ChatGPT in developing critical digital literacies in language learning. As artificial intelligence (AI) technology, including ChatGPT, has become increasingly prevalent in language education, it is crucial to explore how this technology can be utilized to promote critical digital literacies in language learning. Through a series of in-depth interviews with 8 language learners and 3 teachers, this study examines how ChatGPT can enhance language learners' critical thinking skills, digital literacy, and ability to navigate digital environments. The study also explores the challenges and opportunities of integrating ChatGPT into language learning pedagogy, as well as the ethical and social issues related to its use. This research aims to contribute to the advancement of knowledge and understanding of the role of AI in language learning and to promote the development of critical digital literacies among language learners.

Author Biographies

Tran Tin Nghi, Ho Chi Minh City University of Industry and Trade, Ho Chi Minh City, Vietnam

Dr. Tran Tin Nghi currently works as the Dean of the Faculty of Foreign Languages, Ho Chi Minh City University of Industry and Trade, Ho Chi Minh City, Vietnam. He is interested in second language learning and teaching, corpus studies, literacy studies, and cognitive linguistics.

Google Scholar ID: https://scholar.google.com/citations?user=ynBV1b4AAAAJ&hl=en&oi=ao

Scopus Author ID: https://www.scopus.com/authid/detail.uri?authorId=57212464873

Tran Huu Phuc, University of Foreign Language Studies – The University of Da Nang, Vietnam

Assoc. Prof. Tran Huu Phuc is currently the Rector of University of Foreign Language Studies – The University of Da Nang. He is also the Chairman of the CTESOL, a part of the Association of Vietnam Universities and Colleges. He holds a PhD in Applied Linguistics, granted by University of the West of England, Bristol, UK in 2013.  His research interests are Teaching English as a Foreign Language, Corpus linguistics, and Cognitive Linguistics.

Scopus Author ID: https://www.scopus.com/authid/detail.uri?authorId=57212474083

Google Scholar: https://scholar.google.com.vn/citations?user=SPTkIOUAAAAJ&hl=en

References

Abdelghani, R., Wang, Y.-H., Yuan, X., Wang, T., Sauzéon, H., & Oudeyer, P.-Y. (2022). GPT-3-driven pedagogical agents for training children's curious question-asking skills. http://arxiv.org/abs/2211.14228

Abdulquadri, A., Mogaji, E., Kieu, T. A., & Nguyen, N. P. (2021). Digital transformation in financial services provision: a Nigerian perspective to the adoption of chatbot. Journal of Enterprising Communities, 15(2), 258-281. https://doi.org/10.1108/JEC-06-2020-0126

Adamopoulou, E., & Moussiades, L. (2020). Chatbots: History, technology, and applications. Machine Learning with Applications, 2, 100006-100006. https://doi.org/10.1016/j.mlwa.2020.100006

Ahmadi, D. M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3(2), 115-125. https://doi.org/10.29252/IJREE.3.2.115

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/J.EDUREV.2016.11.002

Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers. Computers and Education, 47(4), 373-398. https://doi.org/10.1016/J.COMPEDU.2004.10.013

Aljanabi, M. (2023). ChatGPT: Future Directions and Open possibilities. Mesopotamian Journal of Cyber Security, 16-17. https://doi.org/10.58496/MJCS/2023/003

Alshater, M. (2023). Exploring the Role of Artificial Intelligence in Enhancing Academic Performance: A Case Study of ChatGPT. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.4312358

Arnau-González, P., Arevalillo-Herráez, M., Luise, R. A. D., & Arnau, D. (2023). A methodological approach to enable natural language interaction in an Intelligent Tutoring System. Computer Speech and Language, 81. https://doi.org/10.1016/j.csl.2023.101516

Banihashem, S. K., Noroozi, O., den Brok, P., Biemans, H. J. A., & Kerman, N. T. (2023). Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education. The International Journal of Management Education, 21(2), 100803-100803. https://doi.org/10.1016/j.ijme.2023.100803

Belk, R. (2021). Ethical issues in service robotics and artificial intelligence. Service Industries Journal, 41(13-14), 860-876. https://doi.org/10.1080/02642069.2020.1727892

Bin-Hady, W., Al-Kadi, A., Hazaea, A. N., & Ali, J. K. M. (2023). Exploring the Dimensions Of ChatGPT in English Language Learning: A Global Perspective. Library Hi Tech. https://doi.org/10.1108/lht-05-2023-0200

Bommarito, J., Bommarito, M. J., Katz, J., & Katz, D. M. (2023). Gpt as Knowledge Worker: A Zero-Shot Evaluation of (AI)CPA Capabilities. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4322372

Chaudhry, M. N., Cukurova, M., & Luckin, R. (2022). A Transparency Index Framework for AI in Education. https://doi.org/10.35542/osf.io/bstcf

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial Intelligence (AI) Student Assistants in the Classroom: Designing Chatbots to Support Student Success. Information Systems Frontiers, 25(1), 161-182. https://doi.org/10.1007/S10796-022-10291-4

Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology. https://doi.org/10.1007/S10956-023-10039-Y

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 1-12. https://doi.org/10.1080/14703297.2023.2190148

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., . . . Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642-102642. https://doi.org/10.1016/J.IJINFOMGT.2023.102642

Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2023). How Does ChatGPT Perform on the United States Medical Licensing Examination? The Implications of Large Language Models for Medical Education and Knowledge Assessment. JMIR Medical Education. https://doi.org/10.2196/45312

Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences. https://doi.org/10.3390/educsci13070692

Hinze, A., Vanderschantz, N., Timpany, C., Cunningham, S. J., Saravani, S. J., & Wilkinson, C. (2022). A Study of Mobile App Use for Teaching and Research in Higher Education. Technology, Knowledge and Learning, 1-29. https://doi.org/10.1007/S10758-022-09599-6/FIGURES/20

Ho, P. V. P., Thien, N. M., An, N. T. M., & Vy, N. N. H. (2020). The effects of using games on EFL students’ speaking performances. International Journal of English Linguistics, 10(1), 183-193.

Huertas-Abril, A., Palacios-Hidalgo, F. J., Chung, S.-J., & Choi, L. J. (2023). The Use of Mobile Instant Messaging in English Language Teaching: The Case of South Korea. Education Sciences 2023, Vol. 13, Page 110, 13(2), 110-110. https://doi.org/10.3390/EDUCSCI13020110

Hwang, W. Y., Nurtantyana, R., Purba, S. W. D., Hariyanti, U., Indrihapsari, Y., & Surjono, H. D. (2023). AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts. Journal of Educational Computing Research. https://doi.org/10.1177/07356331221137253

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274-102274. https://doi.org/10.1016/J.LINDIF.2023.102274

Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., & Tseng, V. (2023). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLOS Digital Health, 2(2), e0000198-e0000198. https://doi.org/10.1371/JOURNAL.PDIG.0000198

Martínez, C. (2019). Promoting Critical Digital Literacyin the Leisure-Time Center: Views and Practices Among Swedish Leisure-Timeteachers. Nordic Journal of Digital Literacy. https://doi.org/10.18261/issn.1891-943x-2019-03-04-04

Mihailidis, P., & Cohen, J. S. (2013). Exploring Curation as a Core Competency in Digital and Media Literacy Education. Journal of Interactive Media in Education. https://doi.org/10.5334/2013-02

Pang, Y. (2022). The Role of Web-Based Flipped Learning in EFL Learners’ Critical Thinking and Learner Engagement. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1008257

Pangrazio, L., & Selwyn, N. (2018). ‘Personal Data Literacies’: A Critical Literacies Approach to Enhancing Understandings of Personal Digital Data. New Media & Society. https://doi.org/10.1177/1461444818799523

Pokrivčáková, S. (2019). Preparing Teachers for the Application of AI-powered Technologies in Foreign Language Education. Journal of Language and Cultural Education. https://doi.org/10.2478/jolace-2019-0025

Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121-154. https://doi.org/10.1016/j.iotcps.2023.04.003

Sagin Simsek, C. S. (2008). Students' attitudes towards integration of ICTs in a reading course: A case in Turkey. In Computers and Education (Vol. 51, pp. 200-211).

Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare (Basel, Switzerland), 11(6). https://doi.org/10.3390/HEALTHCARE11060887

Sriwisathiyakun, K., & Dhamanitayakul, C. (2022). Enhancing digital literacy with an intelligent conversational agent for senior citizens in Thailand. Education and Information Technologies, 27(5), 6251-6271. https://doi.org/10.1007/S10639-021-10862-Z

Susnjak, T. (2022). ChatGPT: The End of Online Exam Integrity? http://arxiv.org/abs/2212.09292

Trang, N. T. T. (2021). Students’ Evaluation of the Outcomes Achieved from Their Learning Experience at Industrial University of Ho Chi Minh City. Journal of Science and Technology - IUH, 53(05), 2021-2021. https://doi.org/10.46242/JSTIUH.V53I05.4146

Vall, R. R. F. d. l., & Araya, F. G. (2023). Exploring the Benefits and Challenges of AI-Language Learning Tools. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v10i01.02

Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The Effectiveness of Using Technology in Learning English. AsiaCALL Online Journal, 12(2), 24-40. https://asiacall.info/acoj/index.php/journal/article/view/26

Yang, H., & Kyun, S. (2022). The Current Research Trend of Artificial Intelligence in Language Learning: A Systematic Empirical Literature Review From an Activity Theory Perspective. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.7492

Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computer Assisted Learning, 19(4), 447-461. https://doi.org/10.1046/J.0266-4909.2003.00049.X

Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312418

Downloads

Published

2023-11-21

How to Cite

Tran, T. N., & Tran, H. P. (2023). Exploring the Role of ChatGPT in Developing Critical Digital Literacies in Language Learning: A Qualitative Study. Proceedings of the AsiaCALL International Conference, 4, 1–17. https://doi.org/10.54855/paic.2341

Issue

Vol. 4 (2023): Proceedings of the 20th AsiaCALL International Conference (AsiaCALL2023)

Section

Research Article

License

Copyright (c) 2023 Tran Tin Nghi, Tran Huu Phuc

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.