EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University
DOI:
https://doi.org/10.54855/ijli.23231Keywords:
ChatGPT, teachers’ perspectives, writing classesAbstract
The introduction of ChatGPT is seen as a potential chance to improve second language learning and instruction. However, the acceptance of technology in education is dependent on instructors' views. As a consequence, it is vital to explore how EFL teachers assess the implementation of ChatGPT in language classes, particularly in Vietnam, where research on this topic is scarce. The goal of this study is to learn about EFL teachers' thoughts on using ChatGPT in writing sessions and to gather ideas for its implementation. The research involved twenty Van Lang University EFL teachers who utilized ChatGPT in their language education and taught numerous writing courses. An online survey and a structured interview were used to collect quantitative and qualitative data. The study's results show that EFL instructors at Van Lang University are enthusiastic about using ChatGPT in writing lessons. Furthermore, the research emphasizes the necessity of professional training for instructors, boosting user knowledge of the limits and possible hazards connected with ChatGPT, and assuring correct chatbot use as critical elements that contribute to its successful deployment.
References
Ali, J., Shamsan, M., A., A., Hezam, T. & Mohammed A. A. Q. (2023). Impact of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
Atlas, S. (2023). ChatGPT for Higher Education and Professional Development: A Guide to Conversational AI. Retrieved from https://digitalcommons.uri.edu/cba_facpubs/548
Ary, D., Jacobs, C., & Sorensen, C. (2010). Introduction to Research in Education . USA: Cengage.
Aydın, Ö., & Karaarslan, E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. In Ö. Aydın (Ed.), Emerging computer technologies 2 (pp. 22-31). İzmir Akademi Dernegi. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4308687
Ayedoun, E.; Hayashi, Y.; Seta, K. (2015). A conversational agent to encourage willingness to communicate in the context of English as a foreign language. Procedia Computer Science, 60(1), 1433–1442. doi: https://doi.org/10.1016/j.procs.2015.08.219
Baidoo-Anu, D. & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Retrieved from http://dx.doi.org/10.2139/ssrn.4337484
Baker T., Smith L., Anissa N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Retrieved from https://www.nesta.org.uk/report/education-rebooted/
Baskara, R., & Mukarto, M. (2023). Exploring the implications of chatgpt for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343-358.
Brennan, K. (2006). The managed teacher: Emotional labour, education, and technology. Educational Insights, 10(2), 55–65.
Çakmak, F. (2022). Chatbot-human interaction and its effects on EFL students’ L2 speaking performance and speaking anxiety. Novitas-ROYAL (Research on Youth and Language), 16(2), 113–131.
Campesato, O. (2020). Artificial Intelligence, Machine Learning, and Deep Learning. Stylus Publishing, LLC.
Cassidy, C. (2023, January 10). Australian universities to return to ‘pen and paper’ exams after students caught using AI to write essays. [The Guardian news]. Retrieved from https://www.theguardian. com/Australia news/2023/jan/10/universities-to-return-topen-and-paper-exams-after-students-caught-using-ai-towrite-essays
Chaudhry , M. A., & · Kazim, E. (2022). Artifcial Intelligence in Education (AIEd): a high level academic. AI and Ethics, 2, 157-165.
Cheng, S.-M., & Day, M.-Y. (2014). Technologies and Applications of Artificial Intelligence. Proceedings of 19th International Conference (pp. 21-23). Taipei, Taiwan.
Chuah, K. M., & Kabilan, M. K. (2021). Teachers’ Views on the Use of Chatbots to Support. International Journal of Emerging Technologies in Learning, 16(20), 223-237.
Clarizia, F., Colace, F., Lombardi, M., Pascale, F., Santaniello, D. (2018). Chatbot: An Education Support System for Student. In: Castiglione, A., Pop, F., Ficco, M., Palmieri, F. (Eds.), Cyberspace Safety and Security. CSS 2018. Lecture Notes in Computer Science, vol 11161. Springer, Cham. Retrieved from https://doi.org/10.1007/978-3-030-01689-0_23
Copulsky, J. (2019). Do conversational platforms represent the next big digital marketing opportunity? Applied Marketing Analytics, 4(4), 311–316.
Costa, P. C. F. da. (2018). Conversing with personal digital assistants: On gender and artificial intelligence. Journal of Science and Technology of the Arts, 10(3), 59-79. Retrieved from http://dx.doi.org/10.7559/citarj.v10i3.563
Dahlberg, L., & McCaig, C. (2010). Practical Research and Evaluation. New York: SAGE Publications.
Dewi, H. K., Putri, R. E., Rahim, N. A., Wardani, T. I., & Pandin, M. G. R., Dr., M.Si., M.Phi., M.Psi., Psi. (2021). The use of AI (artificial intelligence) in English learning among university student: case study in English Department, Universitas Airlangga. Retrieved from https://doi.org/10.31235/osf.io/x3qr6
Dincer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23(6), 2699–2718. Retrieved from https://doi.org/10.1007/s10639-018-9737-z
Durall, E., & Kapros, E. (2020). Co-design for a competency self-assessment chatbot and survey in science education. Proceedings of the International Conference on Human-Computer Interaction (pp. 455-471). Springer.
Dwivedi, Y. K. (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. Retrieved from https://doi.org/10.1016/j.ijinfomgt.2023.102642
Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13.
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning & Teaching, 6(1), 1-7.
Fitria, T. N. (2021). Grammarly” as AI-powered English Writing Assistant. Journal of English language literature and teaching, 5(1), 65-78.
Fryer, L., & Carpenter, R. (2006). Bots as Language Learning Tools. Language Learning & Technology, 10(3), 8-14.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from https://doi.org/10.1080/08923640109527071
George, A. S., & George, A. H. (2023). A Review of ChatGPT AI’s Impact on Several Business Sectors. Partners Universal International Innovation Journal, 1(1), 9–23
Ghali, M. A., Ayyad , A. A., Abu-Naser, S. S., & Abu , M. (2018). An Intelligent Tutoring System for Teaching English Grammar. International Journal of Academic Engineering Research, 2(2), 1-6.
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. https://doi.org/10.1037/a00291m85
Greyling, C. (2022, September 1). The Large Language Model Landscape. Medium. Retrieved from https://cobusgreyling.medium.com/the-large-language-model-landscape-9da7ee17710b
Haristiani, N. (2020). Artificial Intelligence (AI) Chatbot as Language Learning. Journal of Physics: Conference Series(1387), 1-6. doi:10.1088/1742-6596/1387/1/012020
Hill, J.; Ford, W.R.; Farreras, I.G. (2015). Real conversations with artificial intelligence: A comparison between human–human online conversations and human–chatbot conversations. Computers in Human Behavior, 49(2015), 245–250.
Hiremath, G., Hajare, A., Bhosale, P., Nanaware, R., & Wagh, K. (2018). Chatbot for education system. International Journal of Advance Research, Ideas, and Innovations in Technology, 4(3), 37–43.
Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale Online Journal of African Studies, 2, 39-54.
Hwang, G.-J., & Chang, C.-Y. (2021). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1952615
Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring teachers’ attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, 3(4), 97-111.
Joshi, A. V. (2019). Machine Learning and Artificial Intelligence. Springer Nature.
Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for tomorrow’s schools. Formation et Profession, 27(1), 105. Retrieved from https://doi.org/10.18162/fp.2019.a166
Karyuatry, L. (2018). Grammarly as a tool to improve students’ writing quality: free online proofreader across the boundaries. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(1), 83-89. Retrieved from https://doi.org/10.30595/jssh.v2i1.2297.
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Retrieved from https://doi.org/10.35542/osf.io/5er8f
Kaur, D. J., & Gill, N. S. (2019). Artificial intelligence and deep learning for decision makers: A growth hacker’s guide to cutting edge technologies. BPB Publications.
Kim, N.-Y. (2019). A Study on the Use of Artificial Intelligence Chatbots. Journal of Digital Convergence, 17(8), 37-46. doi:https://doi.org/10.14400/JDC.2019.17.8.037
Kim, N. Y., Cha, Y., & Kim, H. S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32–53.
Kiptonui, B. P., Too, J. K., & Mukwa, C. W. (2018). Teacher Attitude towards Use of Chatbots in. Universal Journal of Educational Research, 6(7), 1586-1597.
Klimova, B. F. (2012). The importance of writing. Paripex-Indian Journal of Research, 2(1), 9–11.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 1-14.
Lee, C., Panda, P., Srinivasan, G., & Roy, K. (2018). Training deep spiking convolutional neural networks with STDP-based unsupervised pre-training followed by supervised fine-tuning. Frontiers in Neuroscience, 12 (435). Retrieved from https://doi.org/10.3389/fnins.2018.00435
Lidén, A., & Nilros, K. (2020). Perceived benefits and limitations of chatbots in higher education. Kalmar: Linnaeus University. Retrieved from https://www.diva-portal.org/smash/get/diva2:1442044/FULLTEXT01.pdf
Liu, X., Zheng, Y., Du, Z., Ding, M., Qian, Y., Yang, Z., & Tang, J. (2021). GPT understands, too. arXiv. Retrieved from https://doi.org/10.48550/arXiv.2103.10385
Lu, C.H., Chiou, G.-F., Day, M.Y., Ong, C.S., & Hsu W.L. (2006). Using instant messaging to
provide an intelligent learning environment. Proceedings of the Intelligent Tutoring Systems (ITS) 2006 Lecture Notes in Computer Science, 4053, (pp.575–583).
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? [Library Hi Tech News]. Retrieved from https://doi.org/10.1108/LHTN-01-2023-0009
Mehrotra, D. D. (2019). Basics of artificial intelligence & machine Learning. Notion Press.
Moore, S., Nguyen, H. A., Bier, N., Domadia, T., & Stamper, J. (2022). Assessing the quality of student-generated short answer questions using GPT-3. Proceedings of the 17th European Conference on technology enhanced learning, EC-TEL 2022, (pp. 243–257). Toulouse, France.
Moussalli, S., & Cardoso, W. (2016). Are commercial ‘personal robots’ ready for Language learning? Focus on second language speech. In S. Papadima-Sophocleous, L. Bradley & S. Thouesny (Eds.), CALL communities and culture – short papers from EuroCALL 2016 (pp. 325–329). Retrieved from https://doi.org/10.14705/rpnet.2016.eurocall2016.583
Muijs, D. (2010). Doing Quantitative Research in Education with SPSS. SAGE.
Murad, D. F., Irsan, M., Akhirianto, P. M., Fernando, E., Murad, S. A., & Wijaya, M. H. (2019). Learning support system using chatbot in "kejarc package" homeschooling program. Proceedings of the 2019 International Conference on Information and Communications Technology (ICOIACT) (pp. 32-37). IEEE.
Nguyen, T. T. H. (2021). Implementing digital techniques to stimulate EFL students’ engagement: A case study in Vietnam. International Journal of TESOL & Education, 1(3), pp.105-129. EOI: http://eoi.citefactor.org/10.11250/ijte.01.03.007
Okonkwo, C. W., & Ade-Ibijola, A. (2020). Python-bot: A chatbot for teaching Python programming. Engineering Letters, 29(1), 25-34.
Okonkwo , C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artifcial Intelligence, 2, 1-10.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing. New York: Longman.
Ouyang, Fan & Jiao, Pengcheng. (2021). Artificial Intelligence in Education: The Three Paradigms. Computers and Education: Artificial Intelligence, 2(100020). Retrieved from https://doi.org/10.1016/j.caeai.2021.100020
Oxford dictionary online. (2020). Retrieved from https://www.oxfordlearnersdictionaries.com/definition/english/chatbot?q=chatbot
Park, J. (2019). Implications of AI-based Grammar Checker in EFL Learning and Testing: Korean High School Students’ writing. English Language Assessment, 14, 11-39.
Pavlik, J.V. (2023). Collaborating with ChatGPT: considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84–93. Retrieved from https://doi.org/10.1177/10776958221149577
Petrova, M. G., & Mikheeva, N. F. (2021). Artificial intelligence in academic writing teaching. 4th sintok international conference on social science and management, (pp. 37-47).
Pham, X. L., Pham, T., Nguyen, Q. M., Nguyen, T. H., & Cao, T. T. H. (2018). In Chatbot as an intelligent personal assistant for mobile language learning. Proceedings of the 2018 2nd International Conference on Education and E-Learning (pp. 16–21).
Phung , D. T. (2020). Teachers’ written feedback: how to make it work more effectively in a language classroom? Journal of Foreign Studies, 36(3), 12-32.
Radford, A., Narasimhan, K., Salimans, T., & Sutskever, I. (2018). Improving language understanding by generative pre-training. Retrieved from https://www.cs.ubc.ca/~amuham01/LING530/papers/radford2018improving.pdf
Rahman, A., Al Mamun, A., & Islam, A. (2017). Programming challenges of chatbot: Current and future prospective. Proceedings of the 2017 IEEE Region 10 Humanitarian Technology Conference (R10-HTC), (pp.75–78). Dhaka, Bangladesh. doi:10.1109/R10-HTC.2017.8288910
Ranoliya, B. R., Raghuwanshi, N., & Singh, S. (2017). Chatbot for university related FAQs. Proceedings of the 2017 International Conference on Advances in Computing, Communications and Informatics (ICACCI) (pp. 1525-1530). Udupi. doi: 10.1109/ICACCI.2017.8126057
Reid, J. M. (1993). Teaching ESL Writing. Englewood Cliffs, NJ: Prentice Hall Regents.
Rettberg, J. W. (2022, January 28). ChatGPT is multilingual but monocultural, and it’s learning your values [Blog post]. Retrieved from https://jilltxt.net/right-now-chatgpt-is-multilingual-but-monocultural-butits-learning-your-values/
Ruane, E., Birhane, A., & Ventresque, A. (2019). Conversational ai: Social and ethical considerations. Proceedings of the AICS - 27th AIAI Irish Conference on Artificial Intelligence and Cognitive Science (pp. 104–115). Galway, Ireland. Retrieved from https://www.researchgate.net/publication/337925917_Conversational_AI_Social_and_Ethical_Considerations
Ruby, D. (2023). ChatGPT Statistics for 2023: Comprehensive Facts and Data. Demand Sage. Retrieved from https://www.demandsage.com/chatgpt-statistics/
Rudolph A, J. (2022). Higher education in an age of war. Journal of Applied Learning & Teaching, 5(1), 6-9.
Sallam, M. (2023). The utility of ChatGPT as an example of large language models in healthcare education, research and practice: Systematic review on the future perspectives and potential limitations. doi:10.1101/2023.02.19.23286155
Shahriar, S., & Hayawi, K. (2023). Let’s have a chat! A conversation with ChatGPT: Technology, applications, and limitations. arXiv. Retrieved from https://doi.org/10.48550/arXiv.2302.13817
Shawar, B. A., & Atwell, E. (2007). Chatbots: Are they Really Useful? LDV-Forum 2007, 22(1), 29-49.
Shevat, A. (2017). Designing bots: creating conversational experiences. UK: O'Reilly Media.
Shi, N., Zeng, Q., & Lee, R. (2020). Language Chatbot – The Design and Implementation of English Language Transfer. Computer Science and Technology, 305-323.
Shin, D., Kim, H., Lee, J. H., & Hyejin, Y. (2021). Exploring the use of an artificial intelligence chatbot as second language conversation partners. Korean journal of English language and linguistics, 21, 375 – 391. Retrieved from https://www.academia.edu/49330330/Exploring_the_Use_of_An_Artificial_Intelligence_Chatbot_as_Second_Language_Conversation_Partners
Shumanov, M., & Johnson, L. (2021). Making conversations with chatbots more personalized. Computers in Human Behavior, 117(1), 106627. doi: 10.1016/j.chb.2020.106627
Spratt, C., Walker, R., and Robinson, B. (2004). Mixed research methods: Practitioner research and evaluation skills training in open and distance learning. Burnaby, BC: Commonwealth of Learning.
Tack, A., & Piech, C. (2022). The AI teacher test: Measuring the pedagogical ability of blender and GPT-3 in educational dialogues. In Proceedings of the 15th international conference on educational data mining (pp. 522–529). Durham, United Kingdom: International Educational Data Mining Society.
Tai, T. Y., & Chen, H. H. J. (2020). The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 31(3) 1–18. Retrieved from https://doi.org/10.1080/10494820.2020.1841801
Toncic, J. (2020). Teachers, AI Grammar Checkers, and the Newest Literacies: Emending Writing Pedagogy. Digital Culture & Education, 12(1).
Tran , N. T., Tran, P. H., & Nguyen, T. T. (2019). Applying Ai Chatbot For Teaching A Foreign Language: An Empirical Research. International Journal of Scientific & Technology Research, 8(12), 897-902.
Underwood, J. (2017). Exploring AI language assistants with primary EFL students. In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 317-321). Research-publishing.net. Retrieved from https://doi.org/10.14705/rpnet.2017.eurocall2017.733
Vo, T. T. M. (2022). EFL Students’ Attitudes towards Teacher Correction and Peer Correction in Writing Skills. International Journal of Language Instruction, 1(1), 155-173. DOI:
https://doi.org/10.54855/ijli.221113
Vu, L. U., Tran, N. M., Le, T. K. H., & Dao, H. L. (2022). Applying Writing Feedback Orientation and Self-Regulated Learning Writing Strategies to EFL Students at Van Lang University During COVID-19. International Journal of TESOL & Education, 2(5), 64-88. Retrieved from https://doi.org/10.54855/ijte.22255
Winkler, R., & Soellner, M. (2018). Unleashing the potential of chatbots in education: A state of-the-art analysis. Academy of Management Annual Meeting Proceedings (15903). https://www.researchgate.net/publication/326281264_Unleashing_the_Potential_of_Chatbots_in_Education_A_State-Of-The-Art_Analysis
Wright, K. B. (2005). Researching internet-based populations: Advantages and disadvantages
of online survey research, online questionnaire authoring software packages, and web
survey services. Journal of computer-mediated communication, 10(3). Retrieved from
https://doi.org/10.1111/j.1083-6101.2005.tb00259.x
Wu, E. H.-K., Lin, C.-H., Ou, Y.-Y., Liu, C.-Z., Wang, W.-K., & Chao, C. Y. (2020). Advantages and constraints of a hybrid model k-12 e-learning assistant chatbot. IEEE Access, 8, 77788–77801.
Yang, T.-C., & Chen, J.-H. (2023). Pre-service teachers’ perceptions and intentions regarding the use of chatbots through statistical and lag sequential analysis. Computers and Education: Artifcial Intelligence. Retrieved from https://doi.org/10.1016/j.caeai.2022.100119
Zhai, X. (2022). ChatGPT User Experience: Implications for Education. Retrieved from https://www.researchgate.net/publication/366463233_ChatGPT_User_Experience_Implications_for_Education
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Nguyen Thi Thu Hang
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of Language Instruction (ijli) 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 ijli 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.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
