2023 年第一期

The impact of ChatGPT on foreign language

teaching and learning: Opportunities in
education and research

Wilson Cheong Hin Hong

(Centre for Teaching and Learning Enhancement, Macao Institute for Tourism Studies, Macao, China)

Abstract: The revolutionary online application ChatGPT has brought immense

concerns to the education field. Foreign language teachers being some of those most reliant
on writing assessments were among the most anxious, exacerbated by the extensive media
coverage about the much-fantasized functionality of the chatbot. Hence, the article starts by
elucidating the mechanisms, functions and common misconceptions about ChatGPT. Issues
and risks associated with its usage are discussed, followed by an in-depth discussion of
how the chatbot can be harnessed by learners and teachers. It is argued that ChatGPT offers
major opportunities for teachers and education institutes to improve second/foreign language
teaching and assessments, which similarly provided researchers with an array of research
opportunities, especially towards a more personalized learning experience.
Keywords: Large Language Model, second language education, flip classroom,
personalized learning, formative assessment

Introduction
In the fast-paced world of technology, it is rare for a new development to make waves
as quickly as ChatGPT has. In less than four months, this Artificial Intelligent (AI)-powered
language model has taken the world by storm, with everyone from researchers to casual
internet users buzzing about its capabilities. While the tech-savvy celebrate its incredible
functionality, the education field has stood in both amazement and apprehension. There is
extensive media coverage of cases of cheating and misconduct (Muskat, 2023; Peritz, 2022).
Following the worries over the use and misuse of ChatGPT, education institutes one after
another have announced bans on the use of the months-old chatbot (Reuters, 2023). Teachers
and school administrators see ChatGPT as opening Pandora’s box, posing threats to students’
development of critical thinking and writing abilities.

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H o w e v e r, a s w e e x a m i n e t h e h i s t o r y o f call for research efforts to understand and address the

technological advancement, there has never been needs of various stakeholders of language education.
a lack of concerns from educators over the use of
new technologies, from assertions such as Google ChatGPT: What it is and is not
search engines slowing down cognitive processes, ChatGPT is a state-of-the-art chatbot based on
making people stupid (Carr, 2008), to worries about OpenAI's Generative Pre-trained Transformer-3 (GPT-
students’ reliance on the “untrustworthy” source of 3) family of large language models and has been
information on Wikipedia (Meishar-Tal, 2015), to fine-tuned using both supervised and reinforcement
how smartphones crippled students’ inability to write learning techniques (Radford et al., 2018). Supervised
complete sentences (Strain-Moritz, 2016). While fine-tuning refers to the training using specific labelled
it is typical that early research pertaining to new datasets (Lee et al., 2018), while reinforcement
technologies is overwhelmingly negative (Kahn, learning is a technique for the machine to interact with
2011), time and again history tells rather positive the environment to maximize rewards while exploring
stories about each technological innovation (Kaufman different possibilities autonomously (Verma &
& McNay, 2017). Psychologists have attributed the Diamantidis, 2021). ChatGPT can engage in dialogues
misalignment of anticipation and reality to human with users in a natural and responsive way (King &
beings’ natural tendency to envision the unknown as ChatGPT, 2023). The neural network of the language
“the enemy” (Karlin, 2013, p. 217), or that individuals model, which draws from large datasets to form
and organizations are simply reluctant to accept major varied strengths of connections, ensures ChatGPT
changes, widely known as the “innovator’s dilemma” can produce text responses that are similar to human
(Christensen, 2011, p. ix). This is not to say that language (MacNeil et al., 2022), answer follow-up
educators’ concerns are not legitimate—they often questions, admit its mistakes, challenge incorrect
are (Alhumaid, 2019). However, being pre-maturely premises, and reject inappropriate requests. Further,
anxious about the new wave may result in the oblivion ChatGPT can generate text in various forms, such as
of the new opportunities and mentality engendered by essays, jokes and poetry. With continuous input from
it. users, ChatGPT is able to improve its performance in
In second or foreign language (SL/FL) teaching similar tasks (e.g., answering similar questions).
and learning, specifically, anecdotal evidence suggests To put simply, unlike popular and often
teachers are most concerned about unoriginal romanticized beliefs, ChatGPT does not respond to
writing that cannot be duly detected by any existing users’ questions by means of reasoning, nor does it
applications (Molly, 2022). This aligns with the respond with emotions, but it compares existing data
observation at my own teaching institute, where to draw the most likely (e.g., the most frequent and
English writing is a core course component, and relevant) responses. Hence, the feedback from the
that faculty unanimously object to students’ use of end-user is vital to its subsequent accuracy. Owing to
ChatGPT. However, to understand the full picture of its underpinning mechanism, ChatGPT is not able to
the threats and opportunities, a correct understanding “understand” the text it generates or the context of the
of the new technology is fundamental. Admittedly, information, which often results in “plausible-sounding
ChatGPT is a game-changer that will, and should, but incorrect or nonsensical answers” (Thorp, 2023, p.
change the much-stagnated teaching and assessment 313). Already researchers and news media alike have
approaches in higher education. The changes may reported concerns over the accuracy of the information

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provided by ChatGPT (van Dis et al., 2023; Graham, much ethical concerns over the use of the next-in-line
2022), with cases suggesting ChatGPT made up GPT4 (Rudolph et al., 2023). According to Business
content in face of knowledge gaps and even fabricated Insider (2023), the Chief Executive Officer of OpenAI
bogus sources (King & ChatGPT, 2023; Rudolph Sam Altman assured that the next generation of GPT
et al., 2023). Scholars have pointed out that despite would not be released until they figured out ways for it
their seemingly powerful synthesis ability, “chatbots to be used safely and responsibly. Until then, second/
merely learn statistical associations between words… foreign language educators still have a little time to
rather than understand their meanings” (van Dis et al., work out the ethical and responsible application of
2023, p. 615). Hence, in more precise terms, ChatGPT chatbots and discuss their benefits, problems and risks
is a cutting-edge text-generating search engine that with students, which is a much better strategy than to
does not crawl the web for up-to-date information completely avoid the topic.
(Rudolph et al., 2023), but is good at mimicking
human interactions (Azaria, 2022) and excels in The Big Disruptor
filtering out unnecessary information to offer what the ChatGPT is not only a big disruptor to the
user requests. It goes beyond doubt that it is a very industry (Grant & Metz, 2022), as many recognizes,
powerful search tool, but that is mostly about it, which but it is also an immense disruptor of the education
should remind us of the same awe that we experienced field. However, disruptors are necessary to cause
when we first used Google search or Google scholar. substantial changes in the obdurate education system.
The widespread insecurity comes largely from an Ferster (2014) once hypothesized if a ninetieth-century
inadequate understanding of the technology, resulting student were to study in a current classroom, he/she
in fear of the unknown (Carleton, 2016; McNaught, would feel surprisingly comfortable. Unfortunately,
1995). much of it still remains true in SL/FL classrooms to
At this stage, texts written by a large-language- this day.
model chatbot are not hard to spot (Graham, 2022; Therefore, it can be argued that the education
van Dis et al., 2023), as the way of writing comes with field needs a game-changer more than any other
a certain pattern and available online applications can professional arena. As an example, prior to COVID,
effectively identify them (van Dis et al., 2023). The most educators never imagined having the need to
leading plagiarism-detection application, Turn-it-in, convene classes online, even less likely to prefer
is also working on including AI-writing detection in it (Bunk et al., 2015). Although teachers did feel
its system, which it stated can be in full capacity in uncomfortable conducting online classes at the
2023 (Chia, 2023). For teacher inspection, the content beginning of the pandemic (Le et al., 2022), it was not
of AI-writing is typically shallow, and at times comes long before people started discussing the advantages
with false facts and made-up references (Rudolph and benefits of online teaching and blended learning
et al., 2023). Thus, it should not be easy for an AI- (Kim et al., 2022). It was also beyond researchers’
generated essay to pass the scrutiny of a teacher who imagination that the long-anticipated education reform
reads it with care. That being said, the potential of led by Massive Open Online Courses (MOOCs)
the successor—GPT4—is harder to estimate, with (Rudolph, 2014) happened over a fortnight due to
preliminary evidence suggesting it can imitate human an outbreak of a virus (Impey & Formanek, 2021),
thinking in an almost perfect way (Adesso, 2023). It with long-lasting influence (Amit et al., 2022; Bettiol,
is this speculated level of capability that has brought 2022).

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Of course, this is not to say that a new teaching initiate authentic conversations with the chatbot. A
approach is necessarily more effective than an older positive aspect of this is the learners usually have a
one. Each mainstream method is no doubt effective in real query in their mind, such as looking for ideas for
its own historical setting. However, with advancement a project. Hence, all the elements that are necessary
in technology and society comes changes in learner in an authentic conversation—summarising thoughts,
mentality, which necessitates new learner needs. asking follow-up questions, making clarifications,
Specific to SL/FL education, flip classroom has been offering information, etc. —will be present. Learners
widely and passionately discussed since its inception get to practise multiple aspects of language use, unlike
two and a half decades ago (Lage et al., 2000). in most classroom practices. On this very day as I
However, practitioners are often slow or hesitant to am finalising this article, a new language learning
adopt the method (Sravat & Pathranarakul, 2022), application called “Speak” (https://www.usespeak.
despite mounting evidence for its benefits (Turan com/), which harnesses the technology of OpenAI, is
& Akdag-Cimen, 2020), such as meeting current released. The app is able to provide learners with (oral)
learners’ needs and preferences. conversational experience that is indistinguishable
Like it or not, chatbot technology will only from speaking to a native speaker. Similar applications
become more popular among students than it may raise learners’ awareness of FL pronunciation and
already is. Therefore, SL/FL teachers should take phonology, an area often overlooked in FL learning
the disruption as an opportunity to make substantial (Hong, 2015, 2016).
improvements in teaching and learning effectiveness,
as will be expounded on in the following section. Personal language tutor
Similar to the points above, ChatGPT can
Benefits and Opportunities generate topics for discussion and creative writing
ChatGPT offers an array of benefits and prompts for students to write creatively (TESOL
opportunities in education. Rudolph et al. (2023) International association, 2023). More importantly,
suggested that learners can benefit from experiential ChatGPT excels in integrating the vast array of
learning as ChatGPT can generate different problem- learning materials and resources for users. Many
solving scenarios. Students can also receive personal of the platforms or applications already being used
tutoring from ChatGPT. For teachers, AI-marking may by learners, such as Grammarly, Wikipedia, Google
free them from their heavy marking-load, allowing translate, Quillbot, etc., are adopted in combination by
them to spend more time on lesson planning. Specific ChatGPT. Hence, it is able to pinpoint language and
for learners, ChatGTP offers some major benefits. organizational issues in students’ writing, offer writing
ideas and suggest corrections (Ohio University, 2023).
Authentic language use It can also explain the use of vocabulary in great
In many EFL settings, there are not many details and offer examples. Best of all, the feedback is
chances to use the target language aside from the instant, unlike teacher feedback, which understandably
classroom. In places that are very much exam-driven, takes time (Hong, 2021b), and by the time students
such as Macao (Hong, 2021a), learners are only given receive their feedback, they might have completely
artificial language practices that do not correspond forgotten everything from the previous writing. All in
to the daily usage of the FL. As ChatGPT excels in all, ChatGPT is a free and more efficient alternative to
mimicking human interactions, learners can easily human tutors.

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With ChatGPT being inevitable, teachers and students to learn foundational concepts outside of
education institutes should take it as an opportunity class, flipped classrooms allow for more hands-
to innovate the century-old methods of teaching and on, collaborative activities during class time that
assessment. First, SL/FL teachers should reduce take- deepen understanding of subject matter (Chilingaryan
home writing assignments, which they should already & Zvereva, 2017). Finally, the flipped classroom
be doing because tools that are long available in the can improve teaching effectiveness and student
market, such as Google translate and Quillbot, have performance and achievement by providing more
undermined the validity and integrity of many of opportunities for practice and application of language
these assignments. Should take-home assignments skills, especially in speaking and writing.
be necessary, teachers can choose tasks that cannot With all the above changes, the education system
be easily assisted by AI-chatbots, such as writing may see a big opportunity to shift from the over-
daily journal entries, summarizing the content of a reliance on summative assessments to including more
lecture, or other “conversion” type of writing tasks. formative assessments (Dixson & Worrell, 2016).
For example, I used to ask students to convert a short It is increasingly becoming apparent that formative
clip of “Mr Bean” (A British sitcom that contains very assessments can better improve students’ learning
little conversation) to a written story. These are tasks than high-stake summative testing, the latter of which
in which ChatGPT is unlikely to “ghost-write” for the teachers are so used to providing.
students.
However, for high-stake writing assessments, in- Research agenda
class pen-and-paper writing is perhaps the best option. While ChatGPT opens up many opportunities to
Alternatively, a writing task can just be a part of the substantial changes in teaching and learning, many of
larger assignment that involves other components, the effects are yet to be investigated. Here are some of
such as collective writing, presentations, and recording the major areas that await researchers’ exploration:
of audios and videos. Not only should the application
of technology not be discouraged, but the integration ChatGPT as a tool for learning
of technology in assignments is necessary as it is how Researchers can explore the experience and
students would most likely apply the language in real perceptions of language learners utilising the
life. application for language learning purposes. While I
Further to teaching methods, it is high time for depicted above a rather positive picture of students
flip classrooms to be widely implemented in language chatting happily with chatbots, language learners
classes. In a typical flipped classroom, students at different levels of language proficiency may
watch instructional videos outside the classroom perceive and benefit very differently from using
and do assignments or engage in activities inside the ChatGPT. As well, learners may have varied degrees
classroom (Turan & Akdag-Cimen, 2020). A flipped of acceptance towards the new technology and new
classroom allows for increased interaction between method of learning. Second, the effect of chatting
teachers and students, promoting student-centred with ChatGPT on learners’ acquisition of the four
learning and improving the quality of classroom time. skills (speaking, listening, reading and writing),
This approach provides students with a more active improvements in grammar accuracy, increase in
role in their own learning process, leading to increased vocabulary size, including formulaic sequence (Hong,
motivation and engagement. Further, by allowing 2015), changes in learner motivation (e.g., affective

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filter, Krashen, 1985), language-using confidence and development of ChatGPT and its integration in
language aptitudes (Skehan, 2013), etc. are worthy of classroom teaching, ii) the impacts of ChatGPT on
investigation. current teaching methods, such as task-based learning
ChatGPT may prove to be a big step forward and teaching and flip classroom, iii) changes in
for personalized learning (PL) and personal learning methods of assessment to ensure assessment validity,
environments (PLEs), which have often been iv) its effect on the learning gaps between students at
criticized for failing to tailor content according to different levels of proficiency and/or from different
the needs of particular individuals (Xu et al., 2023). social backgrounds, etc. As the technology matures, it
One of the main reasons is that PL and PLEs need can be anticipated that novel investigations will arise
to be based on large data and students’ feedback. pertaining to the capacity of the technology and its
However, many existing platforms simply do not have impact.
such functionalities, making them not much different
from any typical online learning platforms. Chatbots, Conclusion
on the other hand, are strong at both, with gigantic This article expounds on the functions of
data sources and constant learner feedback. Hence, and misconceptions towards the much-discussed
researchers can look into how chatbots will impact PL ChatGPT. In spite of its extremely powerful
and PLEs. capabilities, ChatGPT is far from the cognition
and language production of human beings as we
ChatGPT to support teaching know them. Teachers are encouraged to discuss the
ChatGPT is able to mark student writing, functions and working mechanism of the chatbot,
offer suggestions, create lesson plans, generate as well as the limitations and problems associated
tasks, questions, scenarios, etc (Rudolph et al., with its usage. These are the bases for establishing
2023). Hence, researchers can investigate teachers’ ground rules for using the application. Banning the
perception of ChatGPT as a teaching tool, the application is certainly possible on campus, at least
potential of using it to alleviate teacher workload for the moment. However, there is no easy way to
and how teachers are harnessing the platform. More prevent students from using the chatbot outside the
importantly, the underlying issues with ethics and campus. Instead, teachers and education institutes are
teacher professionalism associated with such usage encouraged to change their mentality to adapt teaching
should warrant in-depth discussion and research. For and assessments in consideration of the inevitable
example, as ChatGPT draws information from existing technology. It is my strong belief that, after the initial
sources without considering copyrights, is it ethical wave of apprehension, teachers will begin to see
for teachers to use the lesson plans and materials the bright side of the changes, so that they can fully
produced by ChatGPT? What are the implications to embrace the benefits and opportunities brought by
other stakeholders such as the education institute and new technology. Similarly, for researchers, ChatGPT
materials developers? has opened up an array of topics for investigation.
The potential of chatbot technology for education and
Other emerging language teaching topics research is unbounded.
Other potential research topics include: i) the

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