Exploring the Multilingual Applications of ChatGPT: Uncovering Language Learning Affordances in YouTuber Videos

Exploring the Multilingual Applications of ChatGPT: Uncovering Language Learning Affordances in YouTuber Videos

Belle Li, Curtis J. Bonk, Xiaojing Kou
Copyright: © 2023 |Pages: 22
DOI: 10.4018/IJCALLT.326135
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Abstract

ChatGPT's ability to realistically mimic human conversation and its high level of ability to handle linguistic ambiguity opens new and exciting avenues in language learning. Building upon the technical affordances of ChatGPT, this study explores the perceptions of educational affordances when incorporating ChatGPT across languages discussed by language communities on YouTube and identifies best practices for its effective use in language education. Through inductive content analysis, this study discussed 18 languages categorized into four groups: (1) romanized languages with high resources, (2) non-romanized languages with high resources, (3) languages with medium resources, and (4) less frequently used languages. The findings reveal consensus that (a) ChatGPT is a valuable and remarkable tool for language teaching and, (b) learning and it cannot fully replace teachers, as humor, wit, and sympathy cannot be programmed. Two potentially significant issues or two gaps were identified and discussed: namely, the learning optimization gap and the knowledge comprehension gap.
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Chatgpt In Language Learning

The integration of technology in language education has gained significant prominence, prompting global attention from educators (Koraishi, 2023). One notable advancement in 2022 was the introduction of ChatGPT on November 30, 2022. Since that launch, scholars have extensively discussed and explored the potential implications of generative AI, particularly ChatGPT, for online language learning. For instance, Authors et al. (2023, under review) examined 140 YouTube videos for the perspectives and implementations of ChatGPT by content creators in language teaching across different languages. In that exploration, they highlighted the benefits, drawbacks, and concerns associated with the integration of AI tools in language learning. During their review, four main categories of online language learning creators were identified: (1) educators, (2) learners, (3) technology professionals, and (4) e-learning providers. Educators, especially English and Japanese teachers, were the majority, followed by learners and tech field professionals.

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