ChatGPT in ELT: disruptor? Or well-trained teaching assistant?

• Jieun Ahn ^[1] ; Jongbong Lee ^[1] ; Myeongeun Son ^[2]
  1. [1] Hankuk University of Foreign Studies

     Hankuk University of Foreign Studies

     Corea del Sur

     
  2. [2] National University

     National University

     Estados Unidos

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 78, Nº 3, 2024, págs. 345-355
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers.

    This paper explores the potential applicability of ChatGPT—a generative, text-based artificial intelligence (AI) chatbot—to ELT. It offers insights and guidelines for using ChatGPT to develop receptive and productive skills. First, ChatGPT can help teachers generate input materials for listening and reading practices. Second, with ChatGPT, teachers can create individualized opportunities for students to practice their speaking and writing skills. We also note important caveats for teachers to consider when implementing ChatGPT as an instructional tool. By exploring its potential benefits and limitations, this paper contributes to the growing discourse on technology integration in ELT and offers practical recommendations for creating a productive learning environment using AI-driven language models like ChatGPT.