ChatGPT and the General Concepts of Education: Can Artificial Intelligence-Driven Chatbots Support the Process of Language Learning?

Abstract

This paper explores the correspondence between the use of ChatGPT and the generally accepted definitions of learning. The study compares the data provided by ChatGPT with well-known definitions of learning in order to determine if the use of the chatbot supports language learning. The research questions focus on the alignment between ChatGPT and the definitions of learning, the potential behavioral changes resulting from learning via ChatGPT, the learning experience provided by the chatbot, and the support it offers for language learning and the development of linguistic and social skills. The methodology of the study involves a qualitative approach, collecting data from university students who used ChatGPT to complete writing assignments. The participants were observed during their interaction with ChatGPT, and interviews were conducted to gather their perspectives. The collected data were compared to a list of definitions and concepts of learning and language learning. The results indicate that learning via ChatGPT did not lead to immediate behavioral changes, as observed in the participants’ interactions. However, the use of ChatGPT, if repeated, could provide an experience that may contribute to learning, particularly in terms of motivation and engagement. The study also found that the learning process with ChatGPT lacked the traditional elements of student-teacher interaction and specific learning materials but offered a wide range of general material for consultation. Furthermore, the use of ChatGPT was seen to support language learning and the development of linguistic and social skills if it is used with other learning strategies. This paper sheds light on the potential of AI-driven chatbots, specifically ChatGPT, for language learning in relation to the use of writing composition and dialogues which leads to more laziness and dependence unless it is used with other learning techniques in language learning context. The use of ChatGPT serves more content knowledge in all disciplines more than oral skills of language learning. It highlights the need for further research to understand the limitations and risks associated with such technology and to explore its effective integration in educational settings.