A Preliminary Study on Graduate Student Instructors' Exploration, Perception, and Use of ChatGPT

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-10-27 DOI:10.4018/ijcallt.332873

Yingling Bao, Belle Li

{"title":"A Preliminary Study on Graduate Student Instructors' Exploration, Perception, and Use of ChatGPT","authors":"Yingling Bao, Belle Li","doi":"10.4018/ijcallt.332873","DOIUrl":null,"url":null,"abstract":"Research on teachers' technological pedagogical content knowledge (TPACK) has been burgeoning recently. Yet, little is known about how teachers integrate AI tools such as ChatGPT in language teaching. This preliminary qualitative study investigates the exploration and incorporation of ChatGPT in language teaching by graduate student instructors (GSIs). By analyzing data from questionnaires, focus group interviews, screenshots of interactions with ChatGPT, and participants' lesson plans, this study shows how instructors develop their knowledge about ChatGPT and mobilize content and pedagogy knowledge to enact technology integration. Findings reveal that GSIs adopted various strategies when exploring the affordances of ChatGPT. Furthermore, while GSIs form positive perceptions of ChatGPT affordances, negative perceptions pertain to its limited capacity to process the Chinese language. Lastly, GSIs drew on various aspects of TPACK to design lessons, among which content knowledge and its interplay with technology seem to be prominent.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Computer-Assisted Language Learning and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijcallt.332873","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Research on teachers' technological pedagogical content knowledge (TPACK) has been burgeoning recently. Yet, little is known about how teachers integrate AI tools such as ChatGPT in language teaching. This preliminary qualitative study investigates the exploration and incorporation of ChatGPT in language teaching by graduate student instructors (GSIs). By analyzing data from questionnaires, focus group interviews, screenshots of interactions with ChatGPT, and participants' lesson plans, this study shows how instructors develop their knowledge about ChatGPT and mobilize content and pedagogy knowledge to enact technology integration. Findings reveal that GSIs adopted various strategies when exploring the affordances of ChatGPT. Furthermore, while GSIs form positive perceptions of ChatGPT affordances, negative perceptions pertain to its limited capacity to process the Chinese language. Lastly, GSIs drew on various aspects of TPACK to design lessons, among which content knowledge and its interplay with technology seem to be prominent.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

研究生教师对ChatGPT的探索、感知与运用初探

教师技术教学内容知识(TPACK)的研究近年来兴起。然而，对于教师如何将ChatGPT等人工智能工具整合到语言教学中，人们知之甚少。本初步的定性研究探讨了研究生教师在语言教学中对ChatGPT的探索和运用。通过分析问卷调查、焦点小组访谈、与ChatGPT互动的截图以及参与者的课程计划的数据，本研究显示了教师如何发展他们对ChatGPT的知识，并调动内容和教学法知识来实施技术整合。研究结果表明，gsi在探索ChatGPT的可视性时采用了各种策略。此外，虽然gsi对ChatGPT的能力形成了积极的认知，但消极的认知与其处理中文的能力有限有关。最后，gsi利用TPACK的各个方面来设计课程，其中内容知识及其与技术的相互作用似乎是突出的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.