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A Preliminary Study on the Use and Limitations of ChatGPT as an Auxiliary Tool for Foreign Language Learning

  • The Journal of Study on Language and Culture of Korea and China
  • Abbr : JSLCKC
  • 2024, (74), pp.3-28
  • DOI : 10.16874/jslckc.2024..74.001
  • Publisher : Korean Society of Study on Chinese Languge and Culture
  • Research Area : Humanities > Chinese Language and Literature
  • Received : October 10, 2024
  • Accepted : November 20, 2024
  • Published : November 30, 2024

KIYUMI 1

1경성대학교 한국한자연구소

Accredited

ABSTRACT

ChatGPT has deeply integrated into our daily lives and education, and this kind of AI will continue to evolve. While some universities utilize ChatGPT in education, concerns about information errors and limitations remain. As with the advent of machine translators, its use is inevitable and cannot be fully restricted. Therefore, the role of educators is to help students understand its characteristics, review processes and outputs, and encourage independent thinking and judgment. When new tools emerge, we must continually explore how to use them effectively within the relevant fields. This study examines the potential and limitations of using ChatGPT as an auxiliary tool for foreign language learning through practical application in dialogue tasks. For learners who lack immediate access to native speakers, ChatGPT offers a secondary method for practicing and experiencing conversations, providing some positive utility. Although this research is based on observations of a small group of participants and cannot be fully generalized, it offers insights into the specific characteristics of ChatGPT in language learning. Additionally, it explores learners’ responses and psychological changes in learning, proposing considerations for other educational contexts. To effectively use ChatGPT in language learning, it is crucial to set the learner’s proficiency level, define specific conversational contexts, and specify the desired response length. Many studies also emphasize the need to educate learners on prompt input methods. However, beyond basic settings, allowing students to explore and develop questioning skills on their own could be more effective in the long run. Encouraging learners to think independently and formulate better questions can itself be a valuable learning process. Future research should continue to explore strategies for using ChatGPT in language education across diverse learner groups.

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This paper was written with support from the National Research Foundation of Korea.
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