ChatGPT 对英语教学、学习和评估的影响:文献快速回顾

IF 0.6 0 LANGUAGE & LINGUISTICS
Joel C Meniado
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引用次数: 0

摘要

本研究旨在探讨 ChatGPT 对英语教学、学习和评估的影响。具体来说,研究旨在回答以下问题:1) ChatGPT 如何促进英语学习、教学和评估? 2) ChatGPT 在语言教学、学习和评估方面有哪些相关问题?本研究以系统综述和元分析首选报告项目(PRISMA)框架为指导,采用快速文献综述(Rapid Literature Review)的方法,发现 ChatGPT 可以通过提供以意义为重点的输入、在以意义为重点的输出过程中提供支架、对学习者语言输出的准确性给予反馈,以及通过广泛的语言练习促进流利性的发展,从而支持和提高英语学习。此外,本研究还发现,ChatGPT 可以帮助教师设计定制的教案,促进语言课堂内外的语言学习,开发定制的教学材料,评估 L2 学习情况,并提供即时的个性化反馈,从而提高英语教学水平。然而,尽管它能为英语教师和学习者带来诸多益处,但在课堂上使用它也面临着许多问题,如回答不准确、学术不诚实和抄袭、技能退化、通用回答、固有偏见、隐私泄露、非情感性、技术限制、教育不公平和教师工作安全威胁等。本文讨论了详细的结果以及对政策制定和语言教师发展的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of ChatGPT on English Language Teaching, Learning, and Assessment: A Rapid Review of Literature
This study aimed to explore the impact of ChatGPT on English language teaching, learning, and assessment. Specifically, it aimed to answer the following questions: 1) How can ChatGPT enhance English language learning, teaching, and assessment? and 2) What are the issues associated with ChatGPT in terms of language teaching, learning, and assessment? Utilizing Rapid Literature Review as a methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study found that ChatGPT can support and enhance English language learning by providing meaning-focused inputs, offering scaffoldings during the production of meaning-focused outputs, giving feedback on the accuracy of learners’ language outputs, and facilitating fluency development through extensive language practice. Moreover, this study also found that ChatGPT can enhance English language teaching by assisting teachers in designing bespoke lesson plans, facilitating language learning inside and outside language classrooms, developing customized instructional materials, assessing L2 learning, and giving immediate, individualized feedback. However, despite the benefits it can provide to English language teachers and learners, its use in the classroom is faced with many issues such as inaccurate responses, academic dishonesty and plagiarism, skills deterioration, generic responses, inherent biases, privacy breaches, non-emotionality, technical limitations, educational inequity, and teacher job security threat. Detailed results and implications for policymaking and language teacher development are discussed.
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来源期刊
Arab World English Journal
Arab World English Journal LANGUAGE & LINGUISTICS-
自引率
30.00%
发文量
187
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