ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education
DOI:
https://doi.org/10.29408/veles.v7i3.19303Keywords:
Chatbots, English language learning, self-directed learning, benefits, challenges, IndonesiaAbstract
English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context.
References
Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429.
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. Q. (2023). Impact of ChatGPT on learning motivation: teachers and students’ voices. Journal of English Studies in Arabia Felix, 2(1), 41–49.
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Available at SSRN 4337484.
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444–452.
Dai, W., Lin, J., Jin, F., Li, T., Tsai, Y.-S., Gasevic, D., & Chen, G. (2023). Can large language models provide feedback to students? A case study on ChatGPT.
Firat, M. (2023). How chat GPT can transform autodidactic experiences and open education. Department of Distance Education, Open Education Faculty, Anadolu Unive.
Fuchs, K. (2023). Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse? 8, 1166682. Frontiers.
Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089.
Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies, 1–20.
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., … Hüllermeier, E. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 00336882231162868.
Lin, X. (2023). Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners. Adult Learning, 10451595231184928.
Lin, X. (2023). Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners. Adult Learning, 10451595231184928.
Muñoz, S. A. S., Gayoso, G. G., Huambo, A. C., Tapia, R. D. C., Incaluque, J. L., Aguila, O. E. P., … Arias-Gonzáles, J. L. (2023). Examining the Impacts of ChatGPT on Student Motivation and Engagement. Social Space, 23(1), 1–27.
Petrović, J., & Jovanović, M. (2021). The Role of Chatbots in Foreign Language Learning: The Present Situation and the Future Outlook. Artificial Intelligence: Theory and Applications, 313–330.
Qadir, J. (2023). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education. 1–9. IEEE.
Rintaningrum, R., Aldous, C., & Keeves, J. P. (2017). The influence of student background characteristics on proficiency in English as a foreign language: Indonesian context. Jurnal Sosial Humaniora (JSH), 10(2), 112–128.
Rooein, D. (2019, May). Data-driven EDU chatbots. In Companion proceedings of the 2019 world wide web conference (pp. 46-49).
Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: quick start guide.
Shidiq, M. (2023). The use of artificial intelligence-based chat-gpt and its challenges for the world of education; from the viewpoint of the development of creative writing skills. 1, 353–357.
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 20965311231168423.
Sun, G. H., & Hoelscher, S. H. (2023). The ChatGPT storm and what faculty can do. Nurse Educator, 48(3), 119–124.
Tsai, Y.-C. (2023). Empowering Learner-Centered Instruction: Integrating ChatGPT Python API and Tinker Learning for Enhanced Creativity and Problem-Solving Skills. arXiv Preprint arXiv:2305.00821.
Wu, H., Wang, W., Wan, Y., Jiao, W., & Lyu, M. (2023). Chatgpt or grammarly? evaluating chatgpt on grammatical error correction benchmark. arXiv Preprint arXiv:2303.13648.
Zhou, P. (2023). Unleasing chatgpt on the metaverse: Savior or destroyer? arXiv Preprint arXiv:2303.13856.
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
