In English as a Foreign Language (EFL) instruction, fostering effective communication is paramount. Oral presentations can serve as a catalyst, nurturing speaking skills among learners. Surprisingly, scant attention has been directed toward studying the impact of feedback on oral presentations. Leveraging innovative tools like ChatGPT can be pivotal in addressing this gap. Utilizing ChatGPT allows students to actively practice and receive tailored feedback, positioning AI as an invaluable language assistant or tutor. Carefully crafted prompts not only elicit constructive feedback but also serve as a means to refine pronunciation. Integrating these strategies into EFL instruction promises to elevate the learning journey, enriching students’ experiences and honing their linguistic prowess. This article will demonstrate voice prompts with practical sample outputs for speaking practices that elicit feedback on different parts of an oral presentation.
2025-10-10
ChatGPT, a natural language-processing tool that is trained with a vast number of human languages, allows users to engage in human-to-human-like conversations. To date, the motivational effects of sophisticated AI-powered and multifunctional chatbots on English as a foreign language (EFL) learners have not been fully explored. This study included 10 EFL students at a Japanese university who enrolled in massive open online courses (MOOCs) and used ChatGPT. The students’ comments on ChatGPT regarding its use and effects on their motivational aspects were qualitatively examined through open coding procedures, and the findings suggested that students were motivated and experienced decreased anxiety. Furthermore, the students showed that although ChatGPT could motivate them through private learning assistance, it could also reduce students’ confidence if not used appropriately.
Since its release in November 2022, ChatGPT has become a focal point of discussion among scholars and practitioners. This study investigates the role of ChatGPT in English as a Foreign Language (EFL) writing through a systematic review of the 20 most pertinent articles. Inclusion and exclusion of references were based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Findings suggest that the integration of artificial intelligence (AI) into education is an evolving process that significantly impacts how EFL students learn to write. This systematic review highlights both the opportunities and challenges associated with adopting ChatGPT for EFL writing. On one hand, ChatGPT offers innovative ways to enhance writing skills, providing instant feedback and diverse writing prompts. On the other hand, challenges such as dependency on AI and the need for critical thinking skills remain. Based on the synthesized literature, recommendations for EFL teaching were proposed, emphasizing a balanced approach to integrating AI tools like ChatGPT into writing curricula and creating a community of practice among teachers and students.
This paper investigates the use of Artificial Intelligence (AI) in MA thesis writing, addressing a notable gap in existing research that primarily focuses on broader academic contexts. While AI's role in undergraduate essays and general academic writing has been explored, the specific use in the genre of MA theses, characterized by rigorous academic inquiry and advanced scholarly engagement, remains underexplored. This study examines the frequency and contextual usage of specific lexical items in 53 MA theses in linguistics, literature, discourse, and culture studies, aiming to identify patterns indicative of AI-generated content. Employing a systematic comparison of MA theses defended before, and after the release of AI text generators, the research tracks the usage of targeted lexical items to discern deviations suggestive of AI influence. Through analyzing these patterns, the study seeks to provide empirical insights into integrating AI technologies in graduate-level writing, contributing to theoretical understanding and offering practical implications for educational institutions and policymakers. The findings indicate a dramatic increase in the salience of specific lexical items frequently used by ChatGPT compared to the frequency of their use before the release of this text generator. The findings inform the ethical considerations and pedagogical strategies necessary for responsibly incorporating AI into graduate writing instruction, ensuring the integrity of scholarly communication practices.
Advances in generative artificial intelligence (GenAI) call for English language instructors to understand its impact on teaching and learning. While these advancements open new avenues for innovation, they also exacerbate many existing challenges and create new ones. Providing instructors with guidance and support is a critical first step in ensuring they have the knowledge and skills needed to effectively and ethically integrate GenAI into instruction. However, empirical research that explores classroom applications of GenAI is limited. To address this gap, we describe a narrative inquiry study of post-secondary English language faculty at two universities in the United States. The researchers employ experiential learning theory (Kolb, 1984) to examine how they both learn about and integrate GenAI technologies and how these applications impact their understanding of teaching and learning. Participants include a range of first-time AI users and experienced early adopters, all of whom illuminate opportunities and challenges with teaching, managing change, and reshaping the future of higher education. Data include field notes from classroom observations and transcripts from post-observation interviews and a participant focus group interview. Findings show a range of perspectives regarding instructor attitudes and uses of GenAI. The authors discuss key implications for English language teacher development and highlight areas for future research.
This article describes an action research project that uses a mixed-methods approach to explore postgraduate second language (L2) English Language Learner (ELL) students’ views of artificial intelligence (AI) tools in terms of how such technology affects their thinking processes through an AI literacy intervention. The researchers coded the intervention output, thirty first-day writing diagnostic exams of students in a high-intermediate L2 English writing and communications course at a U.S. research university. The output was based on a reading and prompt discussing potential learning implications with the growing ubiquity of generative AI. Findings from students’ perspectives are discussed through an AI literacy analytical framework as well as possible pedagogical implications for how English for Academic Purposes (EAP) instructors might support their students in navigating AI tools while in the EAP classroom.
Since its public release in November 2022, OpenAI’s ChatGPT has garnered significant global attention, although opinions on its use in education remain divided. Proponents highlight its potential to support diverse learning needs, and to function as a writing tool and writing assistant. Conversely, critics argue that over-reliance on AI could diminish critical thinking skills and increase instances of plagiarism. As a result, some higher education institutions worldwide have banned or restricted AI tools like ChatGPT due to concerns about plagiarism. However, since 2023, universities in Singapore have allowed students to use AI tools for their assignments provided they properly acknowledge the use of AI generated content. Despite the growing integration of AI in education, there is a lack of research focusing on graduate students’ use of AI tools for their assignments or projects. This study examines graduate students’ awareness, usage, opinions, and the impact of using ChatGPT as a learning tool. The questionnaire study consisted of 25 five-point Likert scale items and 8 four-point Likert scale items. The findings indicate that students were aware of ChatGPT’s capabilities and limitations, especially regarding the accuracy of information it generates. Generally, students had a positive opinion of ChatGPT, valuing its convenience and not perceiving its use as a violation of academic integrity. They recognised the benefits of using ChatGPT for grammar correction, paraphrasing, summarising texts, gathering information, generating content for research assignments, and data analysis.
This study investigates how English major students collaborate with generative artificial intelligence (AI) chatbots in English as a Foreign Language (EFL) writing assignments. Employing Actor-Network Theory (ANT) and critical discourse analysis, this research focuses on a symmetrical treatment of both human and nonhuman aspects of students’ diverging digital literacy practices. Data were collected from 12 participants through writing drafts, ChatGPT chat logs, screen recordings, and stimulated recall interviews at a university in China. In producing students’ AI-assisted writing networks, the analysis illustrated how the authenticity of ChatGPT’s output was established, stabilized and contested with students’ shifting understandings towards an idealized native-like resemblance in AI’s language norms and its ‘illusionary’ objective stance. As students continuously negotiate authority between native-like authenticity and their original voices, this study highlights how their strategic decision-making in this process is conflated with academic and occupational pressure towards competitive advantages. The study thus reveals how students’ engagement with ChatGPT is not merely a technical process but also a complex network of language ideologies, academic expectations, and personal identities. The need to cultivate critical AI literacy among students is discussed, and this study also calls for reconsidering EFL writing instructions and assessment criteria in the era of generative AI.
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