{"title":"用于 L2 学习的 ChatGPT:现状与影响","authors":"Lu Yang, Rui Li","doi":"10.1016/j.system.2024.103351","DOIUrl":null,"url":null,"abstract":"<div><p>Despite a recent proliferation of studies on ChatGPT for second language (L2) learning, there is still a lack of systematic and updated review of its current status. To narrow the gap, this study collected data from 44 selected studies on ChatGPT for L2 learning in terms of six dimensions of the revised technology-based learning model, including ChatGPT, participants, objectives, theories, methodology, and outcomes. The results showed that (1) The most prevalent ChatGPT's roles included content generation, feedback and teaching support. Context control and output customization were the two main prompt patterns. (2) Most studies focused on investigating English-<em>as</em>-a-foreign-language (EFL) college learners with small sample sizes. (3) Learner perceptions (general attitudes, satisfaction, motivation, and engagement) along with writing skills were the major objectives. (4) Social (sociocultural and constructivism), linguistic (input hypothesis, informal digital learning), and cognitive (self-determination theory, autonomy) theories were frequently adopted. (5) Most studies used qualitative, quantitative and mixed methods, with a particular eye on questionnaire surveys, interviews, log data and written texts. (6) Benefits and challenges were summarized from the selected studies. Implications were discussed for future research.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"124 ","pages":"Article 103351"},"PeriodicalIF":4.9000,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ChatGPT for L2 learning: Current status and implications\",\"authors\":\"Lu Yang, Rui Li\",\"doi\":\"10.1016/j.system.2024.103351\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Despite a recent proliferation of studies on ChatGPT for second language (L2) learning, there is still a lack of systematic and updated review of its current status. To narrow the gap, this study collected data from 44 selected studies on ChatGPT for L2 learning in terms of six dimensions of the revised technology-based learning model, including ChatGPT, participants, objectives, theories, methodology, and outcomes. The results showed that (1) The most prevalent ChatGPT's roles included content generation, feedback and teaching support. Context control and output customization were the two main prompt patterns. (2) Most studies focused on investigating English-<em>as</em>-a-foreign-language (EFL) college learners with small sample sizes. (3) Learner perceptions (general attitudes, satisfaction, motivation, and engagement) along with writing skills were the major objectives. (4) Social (sociocultural and constructivism), linguistic (input hypothesis, informal digital learning), and cognitive (self-determination theory, autonomy) theories were frequently adopted. (5) Most studies used qualitative, quantitative and mixed methods, with a particular eye on questionnaire surveys, interviews, log data and written texts. (6) Benefits and challenges were summarized from the selected studies. Implications were discussed for future research.</p></div>\",\"PeriodicalId\":48185,\"journal\":{\"name\":\"System\",\"volume\":\"124 \",\"pages\":\"Article 103351\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2024-06-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"System\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0346251X24001337\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24001337","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
ChatGPT for L2 learning: Current status and implications
Despite a recent proliferation of studies on ChatGPT for second language (L2) learning, there is still a lack of systematic and updated review of its current status. To narrow the gap, this study collected data from 44 selected studies on ChatGPT for L2 learning in terms of six dimensions of the revised technology-based learning model, including ChatGPT, participants, objectives, theories, methodology, and outcomes. The results showed that (1) The most prevalent ChatGPT's roles included content generation, feedback and teaching support. Context control and output customization were the two main prompt patterns. (2) Most studies focused on investigating English-as-a-foreign-language (EFL) college learners with small sample sizes. (3) Learner perceptions (general attitudes, satisfaction, motivation, and engagement) along with writing skills were the major objectives. (4) Social (sociocultural and constructivism), linguistic (input hypothesis, informal digital learning), and cognitive (self-determination theory, autonomy) theories were frequently adopted. (5) Most studies used qualitative, quantitative and mixed methods, with a particular eye on questionnaire surveys, interviews, log data and written texts. (6) Benefits and challenges were summarized from the selected studies. Implications were discussed for future research.
期刊介绍:
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.