ChatGPT 和 L2 书面交流:改变游戏规则还是另一种工具?

IF 0.9 0 LANGUAGE & LINGUISTICS
Languages Pub Date : 2023-12-20 DOI:10.3390/languages9010005
Artem Zadorozhnyy, Wan Yee Winsy Lai
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引用次数: 0

摘要

在许多情况下,英语书面交流技能的发展都受到一些因素的阻碍,如考试导向型文化、与口头和书面交流相关的焦虑、参与真实交流的机会有限以及缺乏个性化反馈。在过去的十年中,多项研究探索了聊天机器人的整合,将其作为解决这些问题和增强学生语言学习工具包的一种手段。本文深入探讨了高级生成式人工智能(GenAI)聊天机器人(如 ChatGPT)在增强第二语言(L2)交际实践中的潜在优势和作用。我们评估了与各种类型聊天机器人相关的研究结果,并介绍了在课内和课外空间应用 GenAI 的教学策略,以支持学生的语言学习体验。我们还提出了未来的研究方向,强调有必要探索人工智能工具的道德使用、其对 L2 交流的影响,以及基于检索的聊天机器人和 GenAI 驱动的聊天机器人在语言教育中的比较效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ChatGPT and L2 Written Communication: A Game-Changer or Just Another Tool?
The development of English language written communication skills across many contexts has been hindered by factors such as examination-oriented cultures, anxiety associated with both oral and written communication, limited opportunities for engaging in authentic communication, and a lack of individualized, personalized feedback. Multiple studies throughout the last decade have explored chatbot integration as a means to address these issues and enhance students’ language learning toolkits. This paper delves into the potential benefits and roles of advanced Generative AI (GenAI) chatbots (e.g., ChatGPT) in enhancing second language (L2) communicative practices. We evaluate findings associated with various types of chatbots and present pedagogical strategies for their application of GenAI in both in-class and out-of-class spaces to support students’ language learning experiences. We also propose future research directions, emphasizing the necessity to explore the ethical use of AI tools, their impact on L2 communication, and the comparative effectiveness of retrieval-based and GenAI-powered chatbots in language education.
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来源期刊
Languages
Languages Arts and Humanities-Language and Linguistics
CiteScore
1.40
自引率
22.20%
发文量
282
审稿时长
11 weeks
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