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Review article
First published online April 3, 2023



CHATGPT FOR LANGUAGE TEACHING AND LEARNING

Lucas Kohnke https://orcid.org/0000-0001-6717-5719 lmakohnke@eduhk.hk, Benjamin
Luke Moorhouse https://orcid.org/0000-0002-3913-5194, and Di ZouView all authors
and affiliations
OnlineFirst
https://doi.org/10.1177/00336882231162868
 * Contents
    * Abstract
    * Affordances and Pedagogical Benefits
    * Debates and Drawbacks Related to ChatGPT
    * Digital Competence Needed to use ChatGPT
    * Conclusion
    * Funding
    * ORCID iDs
    * References
    * Appendix – Ten Ways to Improve Your English Using ChatGPT

 * PDF / ePub
 * More
 *  * Cite article
    * Share options
    * Information, rights and permissions
    * Metrics and citations
    * Figures and tables


ABSTRACT

In this technology review, we explore the affordances of the generative AI
chatbot ChatGPT for language teaching and learning. In addition to this, we also
present debates and drawbacks of ChatGPT. Finally, we present the digital
competencies teachers and learners require to use this chatbot ethically and
effectively to support language learning.
Intelligent chatbots have caught the attention of language educators because
they can interact with learners in their target language instantly and
realistically (Fryer et al., 2020; Lee et al., 2020). A chatbot is a computer
application that simulates human-like, natural conversations with users through
text and/or voice (Ashfaque et al., 2020). It can also offer synchronous support
and tutoring (Kerly et al., 2007). Traditional chatbots, also known as
rule-based chatbots, are based on a set of pre-defined guidelines extracted from
external knowledge. Therefore, they are not so “intelligent” and cannot answer
questions that they were not programmed to answer. Other state-of-the-art
chatbots leverage advanced artificial intelligence (AI) techniques such as
natural language processing (NLP), machine learning (ML), and deep learning
(DL); these AI-powered chatbots learn how to respond to user inquiries based on
a vast human language dataset (Jiang et al., 2022). Therefore, they can
communicate with users intelligently, continuously learn from prior
interactions, improve over time, and act as tireless language-learning
assistants (Fryer et al., 2019; Kim, 2018).
Rich input is essential for successful second language acquisition. AI-powered
chatbots can provide linguistic input and daily conversation practice (Huang et
al., 2022), stimulate language learners’ interest (Fryer et al., 2017; Gallacher
et al., 2018; Kohnke, 2022a), and contribute to their overall growth (Kim, 2019;
Kim et al., 2019; Kohnke, 2022b). Moreover, they can highlight important
knowledge and answer learners’ questions to help them notice and grasp
linguistic features (Schmidt, 1990). Because these chatbots are available 24/7,
students can practise their language skills anytime and anywhere (Haristiani,
2019; Winkler and Soellner, 2018). This real-time assistance enhances learning
by creating opportunities to interact (Ellis, 1999) and providing learners with
opportunities to modify their output in communication (Mackey, 2012). If a
learner finds the input challenging, AI-powered chatbots can adjust the
proficiency level, provide personalized learning materials, and suggest
customized learning paths (Kuhail et al., 2023). These chatbots can provide a
range of expressions, questions, and vocabulary which human language partners
may lack (Huang et al., 2022), and facilitate an authentic, interactive
language-learning environment (Chiu et al., 2023).
Additionally, AI-powered chatbots can conduct formative assessments and provide
immediate feedback (Huang et al., 2022; Kuhail et al., 2023), which are
essential components of successful language acquisition. Previous research has
found that chatbots engage language learners, expand their language
capabilities, and help them sustain their motivation (Kohnke, 2023; Smutny and
Schreiberova, 2020). Other advantages of chatbots are that they diminish shyness
among language learners (Fryer and Carpenter, 2006) and reduce the perceived
transactional distance between learners and teachers (Kohnke, 2022a).
One of the most advanced AI-powered chatbots is ChatGPT (“generative,
pre-trained transformer”), which was designed by the Microsoft-backed company
OpenAI and released in November 2022. This technology improves on the automated
speech recognition, NLP, and limited AI used by digital assistants, such as Siri
and Alexa, to perform simple automatic tasks. For example, Siri and Alexa use ML
to provide information and execute specific tasks upon request (e.g., turn on
the radio, check the weather forecast). In contrast, ChatGPT is designed to
engage in back-and-forth conversations with users. Although chatbots have been
used in educational settings since the early 1970s (Huang et al., 2022; Kim et
al., 2022), ChatGPT's ability to realistically mimic human conversation opens a
new and exciting avenue in language learning. The potential of ChatGPT extends
far beyond what can be presented in this brief article. However, we hope to
provide some ideas for how to utilize ChatGPT pedagogically and highlight some
essential considerations for users.
As of November 2022, ChatGPT is available in beta mode through chat.openai.com
and can be accessed by setting up a free account. However, it is not available
in every country at the time of publication. A paid premium version of ChatGPT
is available at the time of writing, and ChatGPT-4 was published in March of
2023.


AFFORDANCES AND PEDAGOGICAL BENEFITS

ChatGPT supports language learning by simulating authentic interactions. It can
identify the meaning of a word in context, correct and explain language
mistakes, create texts in various genres (e.g., emails, stories, recipes),
develop quizzes, annotate texts, and offer dictionary definitions, example
sentences, and translations.
When a teacher assigns learners a text, they may not understand the meaning of
certain words in context. Figure 1 shows how ChatGPT can explain these terms and
continue the interaction by answering follow-up questions. Learners can also ask
for an explanation in their first language (e.g., Chinese).
Figure 1. ChatGPT response to questions about the meaning of a word in English
and Chinese.Open in viewer
Furthermore, students can use ChatGPT to obtain dictionary definitions and
examples. For example, it can define a word, identify its part of speech,
provide sample sentences, and offer additional meanings (Figure 2).
Figure 2. ChatGPT definitions and sample sentences.Open in viewer
ChatGPT can also be used to write dialogue or produce various genres of text
relating to a single topic. To illustrate, it can help a student write an
advertisement for an electric company (Figure 3), an email to a friend about how
to save on electricity (Figure 4), and/or a dialogue between two people about
rising electricity prices (Figures 5).
Figure 3. ChatGPT response to a request to write an advertisement.Open in viewer
Figure 4. Email generated by ChatGPT.Open in viewer
Figure 5. Dialogue generated by ChatGPT.Open in viewer
ChatGPT can then adjust the complexity of the dialogue to make it more suitable
for beginners or advanced learners (Figure 6). This would allow teachers to
differentiate materials for their students. It can also rewrite the dialogue in
another language (Figure 7) for students to translate later.
Figure 6. Adjusted language complexity by ChatGPT.Open in viewer
Figure 7. Chinese translation of dialogue by ChatGPT.Open in viewer
ChatGPT can be used to prepare vocabulary notes in both the target and primary
language (Figure 8)—for instance, to help learners understand a lesson about a
short story.
Figure 8. Vocabulary notes and explanations of words and phrases generated by
ChatGPT.Open in viewer
Teachers can also ask ChatGPT to generate comprehension and expansion questions
(open-ended or multiple-choice) to accompany reading tasks (Figure 9).
Figure 9. Comprehension and expansion questions generated by ChatGPT.Open in
viewer
Appendix 1 offers some suggestions for how students can use ChatGPT to improve
their English. It should be noted that the quality of the responses depends on
the quality of the questions. Thus, we recommend that teachers or students
rephrase their questions if they are not satisfied with the responses.


DEBATES AND DRAWBACKS RELATED TO CHATGPT

Since the beta release of ChatGPT in November 2022, there has been considerable
debate about its impact on the field of education. While many commentators
recognize its potential as a tool to support education and potential benefits as
a disruptor of the status quo (e.g., McMinn, 2023), others highlight its
drawbacks and risks.
One debate centres around the ethical use of ChatGPT in education, including
fears that it could be used for cheating and concerns about how it will impact
assessment (Cassidy, 2023). Recently, Turnitin announced the introduction of an
upgrade that recognizes text written by artificial intelligence. Although
digital tools that claim to detect AI-generated text are being developed (e.g.,
GPTZero), this response may lead to a game of “cat and mouse” and does not
address the fundamental utility of ChatGPT or the ethical use of technology in
general. Similarly, there are questions about the originality of ChatGPT's
responses. ChatGPT does not provide any sources or citations. It could be argued
that its responses are not entirely original but paraphrases of sources that
have not been appropriately cited (i.e., plagiarism).
A second debate revolves around the accuracy of chatbot responses. While OpenAI
cautions that ChatGPT's responses may not be accurate and gives users the option
to provide feedback (thumbs-up or thumbs-down), the authoritative nature of the
responses can lead users to take them at face value. Bowman (2022) notes, “There
are still many cases where you ask [ChatGPT] a question, and it’ll give you a
very impressive-sounding answer that's just dead wrong.” For example, if a
student asks ChatGPT to correct and explain their grammatical mistakes, it may
provide a response like the one in Figure 10.
Figure 10. Interaction about grammar on ChatGPT.Open in viewer
However, the explanation provided by ChatGPT is wordy, repetitive, and
inaccurate. It uses “specific” to refer to both “a” and “the,” and a singular
noun like “house” can never be used in English without an article. Because its
responses sound definitive, with little or no hedging, users may assume that the
chatbot is correct even when it is wrong. Particularly, this could be an issue
for young learners who may not be able to “fact-check” the responses ChatGPT
generates.
A third debate focuses on the cultural bias inherent in the source database and
algorithms (Rettberg, 2022). Most of the text in the database is derived from an
English corpus and then translated into target languages (e.g., Chinese,
Japanese). In addition, it includes many words that are written more often than
spoken. These issues are particularly concerning in language education, as
students are likely to come from diverse cultural backgrounds and may be unaware
that ChatGPT and other AI-driven tools are not culturally neutral.
These debates have led to strong reactions from certain governmental and
educational institutions. For example, the New York City Department of Education
blocked access to ChatGPT on school devices due to “concerns regarding the
safety and accuracy of content” (Elsen-Rooney, 2023), and universities in
Australia have reportedly returned to pen-and-paper exams after students were
caught using ChatGPT to write essays (Cassidy, 2023).


DIGITAL COMPETENCE NEEDED TO USE CHATGPT

The reactions of governments and educational institutions, however, are not the
best way to address the issues with ChatGPT. ChatGPT is here to stay, and other
advanced AI-driven digital tools are being released (e.g., you.com, an AI-driven
search engine). Hockley (in press) highlights the need to prioritize the
principled use of AI-driven educational technology and develop strategies to
manage its drawbacks. Therefore, teachers and students must develop the specific
digital competencies needed to use such tools in ways that are pedagogically
beneficial and ethical. This will involve learning how to interact with ChatGPT
and facilitate learning tasks that capitalize on its affordances, such as those
described in this article. It also requires a critical awareness of the
drawbacks and risks of ChatGPT. While language teachers have become more
digitally competent due to the requirement to engage in online teaching during
the COVID-19 pandemic (Moorhouse, 2023), teachers need more skills to utilize
ChatGPT successfully than they currently possess. Table 1 provides an overview
of the digital competence teachers need to use ChatGPT, using a conceptual model
developed by Instefjord and Munthe (2017).
Table 1. Specific Forms of Digital Competence Needed to use ChatGPT.

Technological proficiency
•
Be aware of the features of ChatGPT
•
Understand how ChatGPT works
•
Construct effective prompts and interact with ChatGPT
•
Troubleshoot challenges using ChatGPT in the classroom
•
Stay up-to-date with changes to ChatGPT
Pedagogical compatibility
•
Think about and plan ways to use ChatGPT to enhance or transform language
teaching and learning tasks
•
Implement tasks that use ChatGPT
•
Guide learners to use ChatGPT for self-directed learning
Social awareness
•
Have a critical awareness of the drawbacks of ChatGPT and consider them when
planning and implementing tasks
•
Inform learners of the risks, ethical issues, and drawbacks of ChatGPT

Open in viewer
In addition, there is now a greater need to focus on developing students’
digital competence. Traditionally, educational institutions have helped students
acquire basic technological proficiency, such as the ability to use e-platforms
(e.g., Padlet, Google Docs), e-portfolios, and video production tools. However,
in response to rapid digital advancements, scholars have highlighted the need
for more advanced digital competence among students (e.g., Jones and Hafner,
2022). The release of ChatGPT makes this even more urgent. As with teachers, for
students to use ChatGPT as a learning tool, they need to recognize its
limitations, consider how to use it safely and with integrity, and understand
their responsibilities as digital citizens.
Finally, education departments, universities, and schools must draw up
guidelines for using such tools, modify their teaching and assessment practices,
and consider how to best prepare students for a world where AI-driven digital
tools are a normal part of daily life.


CONCLUSION

The current technology review has provided some initial ideas on how ChatGPT can
support language teaching and learning. It has offered some examples of learning
tasks that teachers and learners who are new to ChatGPT can use. It has also
identified some key debates and drawbacks related to ChatGPT and provided
possible strategies to address them. We argue that AI-driven digital tools are
here to stay, so language teachers and students need advanced digital competence
to capitalize on them and successfully navigate their risks and drawbacks.
ChatGPT is a versatile and valuable tool with significant potential to promote
engaging and adaptive language learning. We encourage language teachers to
explore the pedagogical possibilities of ChatGPT and use it to enrich education
in theoretically-sound and principled ways.


FUNDING

The author(s) received no financial support for the research, authorship, and/or
publication of this article


ORCID IDS

Lucas Kohnke https://orcid.org/0000-0001-6717-5719
Benjamin Luke Moorhouse https://orcid.org/0000-0002-3913-5194


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APPENDIX – TEN WAYS TO IMPROVE YOUR ENGLISH USING CHATGPT

1.
Using ChatGPT to practice English conversations
Suggested prompts:
Can we have a conversation about the [topic] weather? And can you suggest words
and expressions I can use in this conversation?
Can we have a chat as two strangers who bump into each other in [place name]?
Can we engage in small talk, and you help correct my mistakes in English?
2.
Using ChatGPT to create monologues and dialogues
Suggested prompts:
Can you write a dialogue between four characters like a scene from the TV show
[name of TV show]
Can you write a short presentation about the problems with fake news?
Can you write a speech about [topic] that sounds like King Charles III?
3.
Using ChatGPT to learn grammar
Suggested prompts:
Can you write a short story about [topic] using the past tense and explain when
to use the past tense in stories?
Can you correct my grammar mistakes and explain them in the following text [add
text]?
Can you rewrite this [insert text] in the passive voice?
4.
Using ChatGPT to learn vocabulary
Suggested prompts:
Can you explain the meaning (or opposite) of this word [add word]?
Can you write ten sentences using this word, [add word]?
Can you give me the most commonly used expressions in the business world?
5.
Using ChatGPT to improve your pronunciation
Suggested prompts:
Can you list the most words common with consonant clusters?
Can you list the most common words with the “R” and “V” sounds at the beginning?
Can you explain when intonation rises and falls when speaking in English?
6.
Using ChatGPT to improve your writing
Suggested prompts:
Can you rewrite this text [add text] more politely?
Can you rewrite the text using the A1 vocabulary level?
Can you write an email asking my professor to postpone the essay deadline?
7.
Using ChatGPT to practice TOEFL
Suggested prompts:
Can you create sample writing prompts to prepare for TOEFL?
Can you generate a vocabulary list for TOEFL?
Can you provide a sample essay related to [insert topic]?
8.
Using ChatGPT to practice IELTS
Can you provide examples of complex sentence structures commonly used in IELTS
writing Band 8?
Can you list common grammar mistakes on the IELTS writing tasks?
Can you give me feedback on my writing sample, including suggestions for
improvement?
9.
Use ChatGPT to prepare for a job interview
Can you suggest ten common questions at a [add job name] interview?
Can we have a back-and-forth interview for a primary teaching position?
Can you suggest how this reply [insert reply] can be more persuasive?
10.
Using ChatGPT to create a study plan
Suggested prompts:
Can you suggest a reading plan to improve my academic reading skills in the next
30 days?
Can you create a vocabulary-building plan for me if I want to improve my nursing
English?
Can you create a 2-month IELTS / TOEFL study plan for me? I will study for
1 hour each day.


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RELC Journal
OnlineFirst
Article first published online: April 3, 2023


KEYWORDS

 1. ChatGPT
 2. language
 3. teaching
 4. learning
 5. AI
 6. artificial intelligence
 7. chatbot
 8. english language teaching
 9. english language learning

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HISTORY

Published online: April 3, 2023


AUTHORS

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LUCAS KOHNKE

Department of English Language Education, The Education University of Hong Kong,
Hong Kong
https://orcid.org/0000-0001-6717-5719
lmakohnke@eduhk.hk
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BENJAMIN LUKE MOORHOUSE

Department of Education Studies, Hong Kong Baptist University, Hong Kong
https://orcid.org/0000-0002-3913-5194
View all articles by this author

DI ZOU

Department of English Language Education, The Education University of Hong Kong,
Hong Kong
View all articles by this author

NOTES

Lucas Kohnke, Department of English Language Education, The Education University
of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Email:
lmakohnke@eduhk.hk


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FIGURES

Figure 1. ChatGPT response to questions about the meaning of a word in English
and Chinese.
Go to FigureOpen in Viewer
Figure 2. ChatGPT definitions and sample sentences.
Go to FigureOpen in Viewer
Figure 3. ChatGPT response to a request to write an advertisement.
Go to FigureOpen in Viewer
Figure 4. Email generated by ChatGPT.
Go to FigureOpen in Viewer
Figure 5. Dialogue generated by ChatGPT.
Go to FigureOpen in Viewer
Figure 6. Adjusted language complexity by ChatGPT.
Go to FigureOpen in Viewer
Figure 7. Chinese translation of dialogue by ChatGPT.
Go to FigureOpen in Viewer
Figure 8. Vocabulary notes and explanations of words and phrases generated by
ChatGPT.
Go to FigureOpen in Viewer
Figure 9. Comprehension and expansion questions generated by ChatGPT.
Go to FigureOpen in Viewer
Figure 10. Interaction about grammar on ChatGPT.
Go to FigureOpen in Viewer

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TABLES

Table 1. Specific Forms of Digital Competence Needed to use ChatGPT.
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FiguresTables
View figure
Figure 1
Figure 1. ChatGPT response to questions about the meaning of a word in English
and Chinese.
View figure
Figure 2
Figure 2. ChatGPT definitions and sample sentences.
View figure
Figure 3
Figure 3. ChatGPT response to a request to write an advertisement.
View figure
Figure 4
Figure 4. Email generated by ChatGPT.
View figure
Figure 5
Figure 5. Dialogue generated by ChatGPT.
View figure
Figure 6
Figure 6. Adjusted language complexity by ChatGPT.
View figure
Figure 7
Figure 7. Chinese translation of dialogue by ChatGPT.
View figure
Figure 8
Figure 8. Vocabulary notes and explanations of words and phrases generated by
ChatGPT.
View figure
Figure 9
Figure 9. Comprehension and expansion questions generated by ChatGPT.
View figure
Figure 10
Figure 10. Interaction about grammar on ChatGPT.
Table 1
Table 1. Specific Forms of Digital Competence Needed to use ChatGPT.
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