使用生成式人工智能进行语言教育研究:使用OpenAI的ChatGPT的见解

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-08-03 DOI:10.1002/tesq.3253

Austin Pack, J. Maloney

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引用次数: 1

摘要

近年来，自然语言处理(NLP)和人工智能(AI)领域的进步使得缺乏专业培训的个人更容易使用这些工具。特别值得注意的是大型语言模型，如OpenAI的GPT‐3.5。关于将人工智能用于语言教育的讨论通常集中在技术对学生和教师的影响上。人们较少关注的是生成式人工智能工具如何赋予研究人员权力。本文的目的是通过展示和讨论OpenAI的聊天机器人ChatGPT如何作为语言教育研究人员的工具来提高人们的认识。在简要介绍了人工智能生成工具在该领域的使用之后，本文展示了研究人员如何在不了解NLP或人工智能的情况下，通过多种方式使用ChatGPT来协助研究，包括使用ChatGPT来编译和总结信息的方法，以及在多个研究步骤中作为研究助理。随后讨论了在该领域使用人工智能进行研究的潜在伦理问题。最后，我们呼吁进一步研究研究人员如何以合乎道德的方式利用这项技术的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT

Progress made in Natural Language Processing (NLP) and Artificial Intelligence (AI) in recent years has resulted in these tools becoming more accessible for individuals who lack professional training. Of particular note are large language models, such as OpenAI's GPT‐3.5. Discussions of utilizing AI for language education usually focus on the impact the technology will have on students and teachers. Less frequently the center of attention is how generative AI tools can empower researchers. The purpose of this paper is to raise awareness by demonstrating and discussing examples of how OpenAI's chatbot, ChatGPT, can be leveraged as a tool for language education researchers. After briefly introducing the use of AI generative tools in the field, this paper demonstrates how a researcher, without any understanding of NLP or AI, may use ChatGPT to assist with research through multiple means, including approaches to its use for compiling and summarizing information, and as a research assistant throughout multiple steps of research. This is followed by a discussion of potential ethical concerns of using AI for research in the field. We conclude by issuing a call for further work examining how researchers can harness the potential of this technology in ethical ways.

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.