ISSN: 2222-6990
Open access
Technologies have been all the time exerting huge influence on teaching and learning. As the latest product of fast development of technology, ChatGPT has gained much attention and the increasing studies related to it are emerging. Most studies have reported its applications in various fields, including education, and its strengths are highlighted. However, there are few related to English language teaching and learning, and any technology will have its own limitations. A lack of weaknesses exploration of using ChatGPT in teaching and learning may lead to misusing. This paper aims to study both strengths and weaknesses of using ChatGPT in English language teaching and learning to give a comprehensive picture of ChatGPT in this field. To reach this goal, a mixed-method research was conducted. Questionnaires were distributed to 260 students and 46 English teachers from three Chinese universities and later, 3 English teachers and 3 students from them were interviewed. The findings revealed that both teachers and students take positive attitude towards ChatGPT, and they use it in the whole process of teaching and learning. The greatest strengths revolve around enhancing instructional design for teachers and fostering personalized learning experiences for students. However, the weaknesses predominantly stem from an overreliance on ChatGPT, resulting in a potential loss of independent thinking skills and a lack of authentic interpersonal communication and interaction among students. Additionally, some students expressed a weak resistance to the temptation of cheating with the assistance of ChatGPT. This research is hoped to give more inspiration to both teachers and students to effectively and appropriately use ChatGPT in English language teaching and learning practice to play its positive effect to the fullest.
Arif, F. K. M., Zubir, N. Z., Mohamad, M., & Yunus, M. M. (2019). Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities & Social Sciences Reviews, 7(4), 203-213.
Bang, Y., Cahyawijaya, S., Lee, N., Dai, W., Su, D., Wilie, B., & Fung, P. (2023). A multitask, multilingual, multimodal evaluation of chatgpt on reasoning, hallucination, and interactivity. arXiv preprint arXiv:2302.04023.
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.
Biswas, S. S. (2023). Role of Chat GPT in Public Health. Annals of Biomedical Engineering, 1-2.
Biswas, S. S. (2023). Potential use of chat gpt in global warming. Annals of Biomedical Engineering, 1-2.
Chinonso, O. E., Theresa, A. M. E., & Aduke, T. C., (2023). ChatGPT for Teaching, Learning and Research: Advantage Aspects and Challenges. Glob Acad J Humanit Soc Sci, 5, 33-40.
Grant, N., & Metz, C. (2022). A new chat bot is a ‘code red’ for Google’s search business. New York Times,
https://www.nytimes.com/2022/12/21/technology/ai-chatgpt-google-search.html
Gilson, A., Safranek, C., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2022). How Well Does ChatGPT Do When Taking the Medical Licensing Exams? The Implications of Large Language Models for Medical Education and Knowledge Assessment. medRxiv, 2022-12.
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 3(1), 37-45.
Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting
Teaching and Learning. SSRN: https://ssrn.com/abstract=4337484 or
http://dx.doi.org/10.2139/ssrn.4337484
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 00336882231162868.
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., & Tseng, V. (2023). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLoS digital health, 2(2), e0000198.
Liebrenz, M., Schleifer, R., Buadze, A., Bhugra, D., & Smith, A. (2023). Generating scholarly content with ChatGPT: ethical challenges for medical publishing. The Lancet Digital Health, 5(3), e105-e106.
Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: A systematic review. Sustainability, 13(11), 6436.
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries? Library Hi Tech News.
Metz, C. (2022). The new chatbots could change the world. Can you
trust them? The New York Times, https://www.nytimes.com/2022/12/10/ technology/ai-chatbotchatgpt.html?action=botchatgpt.html?action=click&moudule=RelatedLinks&pgtype=Article
Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning (February 11, 2023).
Mollman, S. (2022, December 10). ChatGPT gained 1 million users in under a week. Here’s why the AI chatbot is primed to disrupt search as we know it. Yahoo Finance. https://finance.yahoo.com/news/chatgpt-gained-1-million-followers-224523258.html
Nair, V., & Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17), 9829.
Precintha Rubini, A., James, P. P., Yong, K. L., & Yunus, M. M. (2019). Hear me out! Digital storytelling to enhance speaking skills. Int. J. Acad. Res. Bus. Soc. Sci, 9, 190-202.
Qadir, J. (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education.
Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
Rospigliosi, P. A. (2023). Artificial intelligence in teaching and learning: what questions should we ask of ChatGPT? Interactive Learning Environments, 31(1), 1-3.
Said, N. E. M., Yunus, M.M., Doring, L. K., Asmi, A., Aqilah, F., & Li, L. K. S. (2013). Blogging to enhance writing skills: A survey of students' perception and attitude. Asian Social Science, 9(16), 95.
Sallam, M. (2023). The utility of ChatGPT as an example of large language models in healthcare education, research and practice: Systematic review on the future perspectives and potential limitations. medRxiv, 2023-02.
Soka, S., & Hengb, K. (2023) ChatGPT for Education and Research: A Review of Benefits and Risks. https://ssrn.com/abstract=4378735
Tan, S. Y., & Yunus, M. (2023). Sustaining English Language Education with Social Networking Sites (SNSs): A Systematic Review. Sustainability, 15(7), 5710.
Thompson, D. (2022). Breakthroughs of the year. The Atlantic, https://www.theatlantic.com/newsletters/archive/2022/12/technology-medicine law-ai-10-breakthroughs-2022/672390/
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education? Smart Learning Environments, 10(1), 15.
Tung, L. (2022). Stack overflow temporarily bans answers from OpenAI’s ChatGPT chatbot. ZDNET, https://www.zdnet.com/article/stack-overflow-temporarily-bans-answers-from-openais-chatgpt-chatbot/
Williams, C. (2023). Hype, or the future of learning and teaching? 3 Limits to AI's ability to write student essays. London School of Economics internet blog. https://kar.kent.ac.uk/99505/.
Yunus, M. M. (2013). A Review of Teachers’ Perceptions of the Use of Social Networking Sites for the Teaching and Learning of English. Journal of Language Teaching and Research, 14(2), 349-359.
Yunus, M. M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: Students’ perceptions. International journal of education and information Technologies, 1(6), 87-96.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2014). Future of ICT as a Pedagogical Tool in ESL Teaching and Learning. Research Journal of Applied Sciences, Engineering and Technology, 7(4), 764-770.
Yunus, M. M., Salehi, H., & Chenzi, C. (2012). Integrating social networking tools into ESL writing classroom: Strengths and. English language teaching, 5(8), 42-48.
Yunus, M. M., Zakaria, S., & Suliman, A. (2019). The Potential Use of Social Media on Malaysian Primary Students to Improve Writing. International Journal of Education and Practice, 7(4), 450-458
Wong, S., & Yunus, M. M. (2023). A Review of Teachers’ Perceptions of the Use of Social Networking Sites for the Teaching and Learning of English. Journal of Language Teaching and Research, 14(2), 249-359.
Zainuddin, F. N., & Yunus, M. M. (2022). Sustaining Formal and Informal English Language Learning through Social Networking Sites (SNS): A Systematic Review (2018–2022). Sustainability, 14(17), 10852.
Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ experience of using
Storybird in writing ESL narrative text. Creative Education, 7(15), 2107-2120.
Zhai, X. (2022). ChatGPT user experience: Implications for education. Available at SSRN 4312418.
Zhuo, T. Y., Huang, Y., Chen, C., & Xing, Z. (2023). Exploring AI ethics of ChatGPT: A diagnostic analysis. arXiv preprint arXiv:2301.12867.
(Juan et al., 2023)
Juan, W., Qing, S., Yunus, M. M., & Rafiq, K. R. M. (2023). Integrating ChatGPT into English Language Teaching and Learning: Strengths and Weaknesses. International Journal of Academic Research in Business & Social Sciences, 13(12).
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode