Towards a Critical-PBLL utilizing ChatGPT and Google Bard within college English education

Abstract

In alignment with the increasing importance of critical thinking skills and the transformative potential of text-based generative AI as educational tools within Project-Based Language Learning, this study aims to develop and explore a Critical-PBLL framework utilizing ChatGPT and Google Bard. This encompasses a comprehensive understanding of students' English learning experiences by implementing this framework over a six-week period, embedded into a college English class. The study involved a total of 20 students divided into four groups. Data from five sources, including 16 post-questionnaires, 16 reflection notes, 4 sets of group journals, 4 sets of group Social Network Service (SNS) communications, and 13 interviews, were analyzed. The findings of the study revealed that students had positive English learning experiences in various aspects: Constructing knowledge related to project topics and the English language; promoting reflective thinking; engaging in playful learning; and recognizing the teacher's role as a facilitator. On the other hand, students also reported negative learning experiences: Overreliance on ChatGPT and Google Bard, leading to reduced discussions; initial learning anxiety due to unfamiliarity with prompt literacy and critical thinking-based tasks; and technical limitations associated with ChatGPT. Some pedagogical implications include the collaborative development of prompt literacy guidelines with learners; the active utilization of English outputs generated by ChatGPT and Google Bard as valuable language learning resources within language learning models; and the collaborative establishment of guidelines with learners for the appropriate use of ChatGPT and Google Bard.