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ChatGPT: a New Tool to Improve Teaching and Evaluation of Second and

Foreign Languages a Review of ChatGPT: The Future of Education

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DOI: 10.59890/ijarss.v1i2.392

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International Journal of Applied Research and Sustainable Sciences (IJARSS)
Vol. 1 No. 2, 2023: 73 - 86

ChatGPT: a New Tool to Improve Teaching and Evaluation of

Second and Foreign Languages a Review of ChatGPT: the Future
of Education
Zanyar Nathir Ghafar
Department of Information Technology, Azmar Technical and Vocational
Institute, Sulaymaneah, Kurdistan Region, Iraq
Corresponding Author: Zanyar Nathir Ghafar [email protected]

ARTICLEINFO ABSTRACT
Keywords: Education Models, Concerns about the future of education have been
Language Reproduction, amplified in recent years as a result of the introduction of
Instruction in Second the innovative online application ChatGPT. Because they
Languages, Educational depend so much on written assessments, teachers of
Environments, Customized foreign languages experienced increased levels of worry,
Instruction, Formative which were further made worse by the extensive publicity
Evaluation the topic received in the media.The current topic is
centered on the significant debate that has taken place
Received : 02 August regarding the highly idealized capabilities of the chatbot.
Revised : 03September Therefore, the first thing that is going to be done in this
Accepted: 05 October article is to provide a complete explanation of the
mechanics, functions, and common misconceptions about
©2023 Ghafar: This is an
ChatGPT. This review paper aims to focus on positives
open-access article
and negatives that are associated with the employment of
distributed under the terms
chatbots are the first topic that is investigated in this
of the Creative Commons
research. After that, a thorough investigation into the
Atribusi 4.0 Internasional.
ways in which students and teachers may most efficiently
make use of the chatbot is carried out. Some people
believe that ChatGPT offers substantial opportunities for
teachers and educational institutions to improve the ways
in which they teach and evaluate second and foreign
languages. In addition to this, it has provided academics
with a number of new research paths to investigate, most
notably in the field of customized education.

DOI: https://doi.org/10.59890/ijarss.v1i2.392 73
( https://journal.multitechpublisher.com/index.php/ijarss/index
Ghafar

INTRODUCTION
In the rapidly evolving realm of technology, it is a rarity for a novel
advancement to get attention and impact as swiftly as ChatGPT has managed to
do. In a span of just over four months, this language model, driven by Artificial
Intelligence (AI), has garnered significant attention worldwide. Its capabilities
have sparked interest among many groups, ranging from academics to casual
internet users. While those with a strong understanding and proficiency in
technology express their admiration for its remarkable capabilities, the area of
education has seen this advancement with a mixture of awe and concern.
Numerous instances of cheating and misbehavior have garnered significant
attention in the media (Muskat, 2023; Peritz, 2022).
In response to concerns over the use and potential abuse of ChatGPT,
some educational institutions have sequentially declared prohibitions on the
utilization of this recently developed conversational AI system (Reuters, 2023).
Educators and school officials see ChatGPT as a potential catalyst for negative
consequences, since it may impede students' progress in cultivating essential
skills such as analytical thinking and written proficiency.
Nevertheless, when analyzing the historical progression of technological
development, educators have consistently expressed apprehensions regarding
the adoption of novel technologies. These concerns range from claims that
Google search engines impede cognitive functioning and diminish intellectual
capacity (Carr, 2008), to anxieties surrounding students' dependence on the
perceived unreliability of information sourced from Wikipedia (Meishar-Tal,
2015), to the notion that smartphones have hindered students' ability to
construct coherent and comprehensive sentences (Strain-Moritz, 2016). It is
common for first studies on emerging technologies to have a mostly negative
perspective (Kahn, 2011). However, historical evidence consistently reveals
positive narratives around each technological advancement (Kaufman &
McNay, 2017). The misalignment between anticipation and reality has been
ascribed by psychologists to the inherent inclination of human beings to
perceive the unfamiliar as a threat (Karlin, 2013, p. 217). Alternatively, it has
been suggested that individuals and organizations exhibit a reluctance to
embrace significant changes, a phenomenon commonly referred to as the
"innovator's dilemma" (Christensen, 2011, p. ix). It should be acknowledged
that educators' worries are really valid, as supported by Alhumaid (2019).
Nevertheless, prematurely experiencing anxiety over the emergence of the new
wave might perhaps lead to the disregard of the novel prospects and mindset it
brings forth. In the context of second or foreign language instruction and
acquisition, there is a prevailing notion based on anecdotal evidence that
instructors express significant apprehension over the issue of unoriginal writing
that eludes detection by current software solutions (Molly, 2022). This
observation is consistent with the findings at my own educational institution,
where English writing is a fundamental component of the curriculum. The
faculty members at our institute universally express their disapproval of
students relying on ChatGPT for their writing tasks. However, in order to have
a comprehensive grasp of the potential risks and advantages, it is crucial to

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possess an accurate comprehension of the emerging technology. Undoubtedly,

ChatGPT has the potential to significantly disrupt and revolutionize the
prevailing methodologies of instruction and evaluation within the realm of
higher education. The proposed modifications may need research endeavors
aimed at comprehending and effectively responding to the requirements of
diverse stakeholders within the realm of language education.

LITERATURE REVIEW
An Analysis of ChatGPT: Defining its Capabilities and Limitations
ChatGPT is an advanced chatbot that utilizes OpenAI's Generative Pre-
trained Transformer-3 (GPT3) models, which are renowned for their huge
linguistic capacity. The chatbot has undergone refinement using a combination
of supervised and reinforcement learning methods, as described by Radford et
al. (2018). Supervised fine-tuning involves training a model using labeled
datasets, as described by Lee et al. (2018). On the other hand, reinforcement
learning is a methodology that enables a machine to interact with its
environment in order to maximize rewards, while autonomously exploring
many alternatives, as discussed by Verma and Diamantidis (2021). According to
King and ChatGPT (2023), ChatGPT has the ability to participate in
conversations with users in a manner that is both natural and responsive. The
language model's neural network, which utilizes extensive datasets to establish
diverse connection strengths, enables ChatGPT to generate text responses that
closely resemble human language (MacNeil et al., 2022). Additionally, it allows
ChatGPT to address follow-up questions, acknowledge errors, question
incorrect assumptions, and decline inappropriate requests. Moreover, ChatGPT
has the capability to produce content in several formats, including essays,
humor, and poetry. By receiving ongoing feedback from users, ChatGPT is
capable of improving its performance in comparable tasks, such as providing
responses to similar inquiries.
In contrast to commonly held and idealized notions, it should be noted
that ChatGPT does not engage in reasoning or emotional reactions while
addressing user inquiries. Rather, it relies on the process of comparing available
data in order to provide the most probable replies, often based on frequency
and relevance. Therefore, the input provided by the end-user is crucial for
ensuring the future precision of the system. Due to its underlying process,
ChatGPT lacks the ability to comprehend the text it produces or the contextual
information, leading to the generation of replies that may seem reasonable but
are frequently inaccurate or incomprehensible (Thorp, 2023, p. 313). Previous
studies and media outlets have raised concerns regarding the veracity of the
information generated by ChatGPT (van Dis et al., 2023; Graham, 2022).
Instances have been reported where ChatGPT has been observed to generate
content in the absence of relevant knowledge and even fabricate fictitious
sources (King & ChatGPT, 2023; Rudolph et al., 2023). According to van Dis et
al. (2023), scholars have observed that chatbots possess a notable capacity for
synthesis, but their skill is limited to learning statistical connections among
words rather than comprehending their semantic significance (p. 615).

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Therefore, ChatGPT can be described as an advanced text-generation search

engine that does not rely on web crawling for real-time data (Rudolph et al.,
2023). Instead, it specializes in emulating interactions between people (Azaria,
2022) and effectively filters out irrelevant information to provide users with the
specific content they seek. There is little doubt that the search engine in
question had significant strength. However, its capabilities are mostly limited to
one aspect, evoking a sense of wonder similar to our first encounters with the
search engine Google or Google scholar. The prevailing sense of uneasiness is
mostly attributed to a limited comprehension of technology, leading to
apprehension towards unfamiliarity (Carleton, 2016; McNaught, 1995).
Currently, it is rather easy to distinguish writings generated by a big
language model chatbot (Graham, 2022; van Dis et al., 2023) due to discernible
writing patterns. Furthermore, online tools are capable of accurately detecting
such messages (van Dis et al., 2023). The prominent plagiarism-detection
software, Turn-it-in, has announced its plans to include AI-writing detection
into its existing system. According to Chia (2023), this enhancement is expected
to be fully operational by 2023. In the context of teacher evaluation, the
substance of AI-generated writing is sometimes lacking in depth, occasionally
including inaccurate information and fabricated citations (Rudolph et al., 2023).
Hence, it should not be a straightforward task for an essay written by an
artificial intelligence to successfully navigate the critical evaluation of a diligent
instructor. However, it is challenging to accurately predict the capabilities of the
successor, GPT4. Initial indications, as shown by Adesso (2023), indicate that
GPT4 has the capacity to closely replicate human thought processes. The
projected degree of capacity associated with GPT4 has raised significant ethical
problems, as discussed by Rudolph et al. (2023). As per a report by Business
Insider (2023), Sam Altman, the president and CEO of OpenAI, expressed his
commitment to ensuring the safe and responsible use of the next iteration of
GPT. Altman emphasized that the release of the next generation of GPT would
only occur if enough measures for its secure and responsible deployment had
been established. At now, instructors of second or foreign languages have a
limited window of opportunity to deliberate upon the moral and ethical
utilization of chatbots. Engaging in discussions with students on the
advantages, challenges, and potential hazards associated with chatbots is a
more prudent approach than simply disregarding this subject matter.

METHODOLOGY
The phenomenon of major changes
ChatGPT has been identified as a significant disruptor in both the
industry (Grant & Metz, 2022) and the realm of education. Nevertheless, the
presence of disruptors is needed in order to instigate significant
transformations inside the resistant education system. Ferster (2014) posited the
hypothesis that if a student from the 19th century were to be placed in a
contemporary classroom, they would have a notable sense of familiarity.
Regrettably, a significant portion of the aforementioned observations continues
to hold true throughout second language/foreign language classes in the
present day.
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According to Bunk et al. (2015), the majority of educators did not

anticipate the necessity of conducting lessons online, and were even less
inclined to express a preference for this mode of instruction. Initially, educators
had discomfort when transitioning to online instruction during the onset of the
global epidemic (Le et al., 2022). However, it did not take long for individuals to
engage in conversations regarding the merits and advantages of online teaching
and combined education (Kim et al., 2022). The occurrence of the education
revolution, spearheaded by MOOCs, which stands for Massive Open Online
Courses (Rudolph, 2014), transpired unexpectedly within a two-week period as
a result of a viral outbreak (Impey & Formanek, 2021), and its effects have
endured over time (Amit et al., 2022; Bettiol, 2022). Naturally, it should be noted
that the efficacy of a new teaching strategy does not inherently surpass that of
an older one. Each major method is undoubtedly useful within its specific
historical context. However, as technology and society progress, there are
corresponding shifts in the mindset of learners, leading to the emergence of
new learner requirements.
The concept of the flipped classroom has garnered significant attention
and enthusiasm within the realm of second language (SL) and foreign language
(FL) education since its emergence twenty-five years ago (Lage et al., 2000).
Nevertheless, there is a prevailing reluctance among practitioners to
readily embrace this method (Sravat & Pathranarakul, 2022), despite the
growing body of evidence supporting its advantages (Turan & Akdag-Cimen,
2020), such as its ability to cater to the present requirements and preferences of
learners.Whether individuals are in favor of it or not, the utilization of chatbot
technology is poised to experience a surge in popularity among students,
surpassing its current level of adoption. Hence, it is imperative for SL/FL
educators to perceive disruptions as a favorable circumstance to enhance the
efficacy of teaching and learning. This notion will be further elucidated in the
subsequent section.
The advantages and opportunities
ChatGPT presents a diverse range of advantages and prospects within
the realm of education. According to Rudolph et al. (2023), learners may derive
advantages from experience learning due to the ability of ChatGPT to generate
diverse problem-solving scenarios. Students have the option to avail themselves
of personalized tutoring services offered by ChatGPT. AI-marking has the
potential to alleviate the burden of grading for teachers, so affording them
additional time to dedicate towards the development of lesson plans. ChatGTP
provides significant advantages for learners.
The utilization of authentic language
In numerous English as Foreign Language (EFL) contexts, opportunities
for utilizing the target language outside of the classroom are limited. In contexts
characterized by a strong emphasis on examinations, such as Macao (Hong,
2021a), learners are exclusively exposed to contrived language exercises that do
not align with the authentic usage of the target foreign language in everyday
life. As ChatGPT demonstrates proficiency in emulating human interactions,
individuals can readily engage with the system for learning purposes and

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Engage in genuine dialogues with the chatbot. One advantageous element of

this phenomenon is that learners often possess genuine inquiries, such as
seeking inspiration for a project. Therefore, all the essential components
required for a genuine dialogue, such as summarizing ideas, posing follow-up
inquiries, seeking explanations, and providing information, will be there.
Learners have the opportunity to engage in several facets of language usage,
which is in contrast to the limited scope typically found in traditional classroom
procedures. At the time of writing this article, a recently launched language
learning program named "Speak" (https://www.usespeak.com/), utilizing the
technological advancements of OpenAI, has been made available to the public.
The application has the capability to offer learners an oral conversational
experience that closely resembles interacting with a native speaker. The
utilization of comparable applications can potentially enhance learners'
understanding of foreign language (FL) pronunciation and phonology, which is
frequently neglected in FL education (Hong, 2015, 2016).

Individualized language instruction provider

In line with the aforementioned points, ChatGPT possesses the capability
to produce subjects for discourse and prompts for creative writing, hence
facilitating students' creative expression (TESOL International Association,
2023). Significantly, ChatGPT has exceptional proficiency in the integration of a
wide range of learning materials and services for its users. Several platforms
and programs, including Grammarly, Wikipedia, Google Translate, and
Quillbot, are utilized in conjunction with ChatGPT by learners. Therefore, this
tool possesses the capability to identify linguistic and organizational
deficiencies inside students' written work, providing them with writing
suggestions and proposing necessary modifications (Ohio University, 2023).
Additionally, it has the capacity to provide comprehensive explanations
regarding the utilization of terminology, accompanied by illustrative instances.
One notable advantage is the immediacy of feedback, in contrast to the
generally time-consuming nature of teacher feedback (Hong, 2021b).
Consequently, students may have already forgotten the content of their prior
writing by the time they receive feedback. In conclusion, ChatGPT serves as a
cost-effective and highly proficient substitute for human tutors. Given the
inevitability of ChatGPT, it is imperative for educators and educational
institutions to perceive it as a potential avenue for fostering innovation within
the long-standing approaches to teaching and evaluation. Initially, it is
advisable for SL/FL educators to decrease the number of writing tasks assigned
to students outside of the classroom. This action is particularly crucial as the
presence of readily accessible programs like Google Translate and Quillbot has
significantly compromised the authenticity and credibility of numerous such
assignments. If take-home assignments are deemed essential, educators have
the option to select projects that are not readily susceptible to assistance from
AI-chatbots. Examples of such tasks include composing daily diary entries,
summarizing lecture material, or engaging in other forms of writing that
involve conversion. As an illustration, I previously instructed students to

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transcribe a brief segment of "Mr Bean," a British sitcom characterized by

minimal dialogue, into a written narrative. The following tasks are not suitable
for ChatGPT to engage in ghost-writing on behalf of pupils.
In the context of high-stakes writing examinations, it can be argued that
in-class pen-and-paper writing represents a highly suitable choice. In addition,
a writing work may be integrated as a component inside a broader assignment
that encompasses several elements, including collaborative writing, oral
presentations, and the creation of audio and video recordings. The
discouragement of technology application should not be advocated, rather, the
incorporation of technology in tasks is vital, as it mirrors the practical
application of language skills that students are likely to encounter in real-world
scenarios.
In relation to instructional approaches, it is imperative that flip
classrooms be extensively adopted inside language courses. According to Turan
and Akdag-Cimen (2020), the conventional structure of a flipped classroom
involves students viewing instructional films outside of the classroom, while
completing assignments or participating in activities within the classroom
setting. The implementation of a flipped classroom model facilitates enhanced
engagement and collaboration between educators and learners, fostering a
student-centered approach to instruction and elevating the overall effectiveness
of in-class learning experiences.
This technique facilitates a greater level of student agency in directing
their own learning process, resulting in heightened levels of motivation and
engagement. According to Chilingaryan and Zvereva (2017), flipped classrooms
facilitate the acquisition of fundamental concepts by students outside of
traditional classroom settings. This approach enables the utilization of class
time for engaging in hands-on, collaborative activities that promote a deeper
comprehension of the subject matter. The implementation of the flipped
classroom model has the potential to enhance the efficacy of teaching and
enhance student performance and attainment by facilitating increased chances
for practice and the utilization of language skills, particularly in the domains of
speaking and writing. Given the aforementioned modifications, it is conceivable
that the education system may potentially capitalize on a significant prospect to
transition away from an excessive dependence on summative assessments and
instead include a greater number of preliminary evaluations (Dixson & Worrell,
2016). There is a growing recognition that formative assessments have a greater
potential to enhance students' learning compared to high-stakes summative
testing, which teachers have traditionally relied upon.
The research strategy refers to a systematic plan or outline of topics and
objectives that guide the direction and focus of academic research. It serves
although ChatGPT presents numerous possibilities for significant
transformations in the field of education; a comprehensive exploration of its
impacts remains mostly unexplored. The following are several significant
domains that researchers are yet to investigate.

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RESEARCH RESULT
The utilization of ChatGPT as an educational instrument
Researchers have the ability to investigate the experiences and
perspectives of individuals who are learning a language by utilizing language
learning applications. In the aforementioned portrayal, I presented a
predominantly optimistic scenario wherein students engage in cheerful
conversations with chatbots. However, it is important to acknowledge that
language learners of varying competence levels may have diverse perceptions
and experiences about the utilization of ChatGPT, hence yielding distinct
advantages. Furthermore, learners may exhibit varying levels of receptiveness
towards the novel technology and innovative learning approach. Furthermore,
this study aims to examine the impact of engaging in conversations with
ChatGPT on learners' proficiency in the four language skills: speaking,
listening, reading, and writing. Additionally, it seeks to investigate the
enhancements in grammatical accuracy, expansion of vocabulary, including the
use of formulaic sequences (Hong, 2015), and changes in learner motivation,
particularly in the affective domain.
The potential of ChatGPT to significantly advance personalized learning
(PL) and personal learning environments (PLEs) is noteworthy, as these
educational approaches have frequently faced criticism for their inability to
customize content based on the specific requirements of individuals (Xu et al.,
2023).
One of the primary rationales is that the development of Personal
Learning and Personal Learning Environments necessitates a foundation
grounded in extensive data and input from students. Nevertheless, several
current systems lack these functions, rendering them indistinguishable from
conventional online learning platforms. In contrast, chatbots possess a notable
proficiency in both aspects, owing to their extensive repositories of data and
continuous acquisition of knowledge through user feedback. Therefore,
scholars have the opportunity to investigate the potential effects of chatbots on
personal learning and personal learning environments.
Utilizing ChatGPT for pedagogical purposes
According to Rudolph et al. (2023), ChatGPT possesses the capability to
assess student writing, provide recommendations, develop lesson plans, and
produce various assignments, questions, and scenarios. Therefore, it is possible
for researchers to examine the perspectives of instructors regarding ChatGPT as
a tool for instruction, the potential for its use in reducing teacher burden, and
the ways in which teachers are effectively utilizing the platform. Furthermore, it
is crucial to engage in comprehensive dialogue and conduct thorough study
into the ethical concerns and the impact on teacher professionalism that arise
from the utilization of such technology. The question at hand is to the ethical
implications of teachers utilizing curriculum ideas and materials generated by
ChatGPT, given its reliance on pre-existing sources without regard for
copyright considerations. What are the potential consequences for other
stakeholders, such as educational institutions and materials software
developers?

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Additional growing issues in language teaching include: 1. Technology

Integration: Exploring the use of technology in language instruction, such as
online platforms, mobile applications, and virtual reality, to enhance language
learning experiences. 2. Multilingualism and Multiculturalism
Additional research topics that could be explored include: i) the
advancement of ChatGPT and its incorporation into educational settings, ii) the
implications of ChatGPT on existing pedagogical approaches, such as centered
around tasks learning and the implementation of flipped classrooms, iii)
modifications in assessment methodologies to ensure the reliability of
evaluations, iv) the impact of ChatGPT on the achievement disparities among
students with varying levels of proficiency and/or diverse socio-economic
backgrounds, and so forth. As technological advancements progress, it is
expected that new inquiries will emerge regarding the capabilities and
consequences of the technology.

CONCLUSION
In summary, it can be inferred that the aforementioned points
collectively support the notion that. This article provides an in-depth analysis of
the functionalities and common misconceptions surrounding ChatGPT, a
widely discussed language model. Despite possessing significant skills,
ChatGPT falls short of the cognitive and linguistic talents exhibited by human
beings in their known form. Educators are advised to engage in conversations
regarding the operational functions and underlying mechanisms of the chatbot,
alongside addressing the constraints and challenges related with its utilization.
The following are the fundamental principles upon which the establishment of
guidelines for utilizing the application is founded. The prohibition of the
application is currently feasible within the campus environment. Nevertheless,
implementing measures to restrict students from utilizing the chatbot beyond
the confines of the university proves to be a challenging task. In light of the
unavoidable integration of technology, educators and educational institutions
are urged to alter their mindset and modify their instructional methods and
evaluation practices. It is firmly held that, subsequent to the initial surge of
trepidation, educators would gradually recognize the favorable aspects of the
modifications, so enabling them to wholeheartedly adopt the advantages and
prospects presented by emerging technologies. In a similar vein, ChatGPT has
provided researchers with a wide range of subjects to explore. The limitless
potential of chatbot technology in the realms of education and research is
undeniable.

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