{"title":"研究生教师对ChatGPT的探索、感知与运用初探","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":"33 3","pages":"0"},"PeriodicalIF":0.7000,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":\"33 3\",\"pages\":\"0\"},\"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}","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}
A Preliminary Study on Graduate Student Instructors' Exploration, Perception, and Use of ChatGPT
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.
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.
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