NAVIGATING THE DIGITAL FRONTIER: CHATGPT INTEGRATION IN TEFL FOR BUSINESS ENGLISH STUDENTS

Chen Ruiping, Lan Yuxin

Abstract


This study explores the integration of ChatGPT, an advanced (Artificial Intelligence) AI language model, as a supplementary tool in (Teaching English as a Foreign Language) TEFL classrooms, with a focus on college-level Business English students in China. With the growing interest in technology-assisted education, this study aims to explore the potential benefits and challenges associated with incorporating ChatGPT into the language learning process. Preliminary findings suggest that integrating ChatGPT into TEFL classrooms positively influences students' language acquisition, including improvements in clarity, grammar, content depth, and vocabulary. However, challenges include the requirement for contextual awareness, possible over-reliance on ChatGPT, and worries about authenticity and bias in language output. By highlighting the benefits and challenges, this research contributes to the discussion on AI's role in improving language learning environments. The long-term impacts of AI integration in Business English writing merit further study.


Full Text:

PDF

References


Atlas, S. (2023). ChatGPT for Higher Education and Professional Development: A Guide to Conversational AI.

Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/https://doi.org/10.1016/j.asw.2023.100745

Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47. https://doi.org/10.1016/j.tsc.2022.101229

García, U., Casco, J. C., & ChatGPT. (2022). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? Education in the Knowledge Society Journal.

García-Peñalvo, F. J. (2023). La Percepción De La Inteligencia Artificial En Contextos Educativos Tras El Lanzamiento De Chatgpt: Disrupción O Pánico. Education in the Knowledge Society (EKS), 24, e31279. https://doi.org/10.14201/eks.31279

Guiyu, D., & Yang, L. (2016). An Empirical Study on Business English Teaching and Development in China—A Needs Analysis Approach. Higher Education Studies, 6(2), 142. https://doi.org/10.5539/hes.v6n2p142

Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115

Kasneci, E., Sessler, K., Uchemann, S. K. ¨, Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Unnemann, S. G. ¨, Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Urgen Pfeffer, J. ¨, Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., … Kasneci, G. (2023). ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education.

Kilduff, E. J. (1948). Business Writing is Effective English. The Journal of Business Education, 24(3), 17–18. https://doi.org/10.1080/00219444.1948.10532294

List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers and Education, 138, 146–158. https://doi.org/10.1016/j.compedu.2019.03.009

Mellati, M., & Khademi, M. (2020). MOOC-Based Educational Program And Interaction In Distance Education: Long Life Mode Of Teaching. Interactive Learning Environments, 28(8), 1022–1035. https://doi.org/10.1080/10494820.2018.1553188

Mhlanga, D. (2023). Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. https://ssrn.com/abstract=4354422

Murphy, J., & Lebans, R. (2009). Leveraging New Technologies For Professional Learning In Education: Digital Literacies As Culture Shift In Professional Development. E-Learning, 6(3), 275–280. https://doi.org/10.2304/elea.2009.6.3.275

Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the Implications of Generative Artificial Intelligence for Journalism and Media Education. Journalism and Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577

Randy S. D’Amico, Timothy G. White, Harshal A. Shah, & David J. Langer. (2023). I Asked a ChatGPT to Write an Editorial About How We Can Incorporate Chatbots into Neurosurgical Research and Patient Care. Acta Neurochirurgica, 165(2), 555–566. https://doi.org/10.1007/s00701-022-05446-w

Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2022). Artificial Intelligence and Learning Analytics in Teacher Education: A Systematic Review. In Education Sciences (Vol. 12, Issue 8). MDPI. https://doi.org/10.3390/educsci12080569

Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/https://doi.org/10.1016/j.asw.2023.100752

Terwiesch, C. (2023). Would Chat GPT3 Get a Wharton MBA? A Prediction Based on Its Performance in the Operations Management Course.

Thorp, H. H. (2023). ChatGPT is fun, but not an author. In Science (Vol. 379, Issue 6630, p. 313). American Association for the Advancement of Science. https://doi.org/10.1126/science.adg7879

Turing, A. M. (1950). Mind A Quarterly Review Of Psychology And Philosophy I.-Computing Machinery And Intelligence (Issue 236). http://mind.oxfordjournals.org/

Van Dis, E. A. M., Bollen, J., Van Rooij, R., Zuidema, W., & Bockting, C. L. (2023). ChatGPT: five priorities for research.

Vázquez-Cano, E., Ramírez-Hurtado, J. M., Sáez-López, J. M., & López-Meneses, E. (2023). ChatGPT: The brightest student in the class. Thinking Skills and Creativity, 49, 101380. https://doi.org/10.1016/j.tsc.2023.101380

Zhai, X. (2023). ChatGPT for Next Generation Science Learning. https://doi.org/10.1109/MCE.2022.Doi

Zhang, Z. (2013). Business English Students Learning to Write for International Business: What Do International Business Practitioners Have To Say About Their Texts? English for Specific Purposes, 32(3), 144–156. https://doi.org/10.1016/j.esp.2013.01.002


Refbacks

  • There are currently no refbacks.


This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0), permitting copy and redistribute the material in any medium or format.