How Did EFL College Instructors Incorporate ChatGPT into their Speaking Classes: Focused on Using Prompts and Obtaining Feedback?
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This study attempted to explore how two EFL college instructors incorporate ChatGPT into their English-speaking classes. It specifically aims to investigate the use of ChatGPT prompts and its feedback. To accomplish these research aims, two instructors implemented ChatGPT in their English speaking classes with the total of 105 university students throughout the semester. Two instructors’ lesson plans, class materials, and recorded conversations through Zoom were collected and analyed with the content analysis approach and then categorized to recurrent themes. The findings showed that the instructors effectively integrated ChatGPT into their in-class activities and offered well-organized prompts for students’ speaking practice with ChatGPT. Reflecting on ChatGPT’s feedback with human teachers was also educationally significant, linking in-class and out-of-class activities. While ChatGPT’s educational potentials are beginning to be reported as add-on activities to the traditional English teaching approach, instructors’ experiences and perceptions of using it as a connecting factor in and out of their English speaking classes need further investigation. Based on the research findings, educational implications on the potentials of implementing AI technologies in speaking classes are discussed.
Abstract
This study attempted to explore how two EFL college instructors incorporate ChatGPT into their English-speaking classes. It specifically aims to investigate the use of ChatGPT prompts and its feedback. To accomplish these research aims, two instructors implemented ChatGPT in their English speaking classes with the total of 105 university students throughout the semester. Two instructors’ lesson plans, class materials, and recorded conversations through Zoom were collected and analyed with the content analysis approach and then categorized to recurrent themes. The findings showed that the instructors effectively integrated ChatGPT into their in-class activities and offered well-organized prompts for students’ speaking practice with ChatGPT. Reflecting on ChatGPT’s feedback with human teachers was also educationally significant, linking in-class and out-of-class activities. While ChatGPT’s educational potentials are beginning to be reported as add-on activities to the traditional English teaching approach, instructors’ experiences and perceptions of using it as a connecting factor in and out of their English speaking classes need further investigation. Based on the research findings, educational implications on the potentials of implementing AI technologies in speaking classes are discussed.
참고문헌 (23)
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