Translating with ChatGPT to Acquire the Intention of Auxiliary Verbs
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Interactive artificial intelligence (AI) chatbot, ChatGPT started to open new ways to EFL learners. Unlike free translators, ChatGPT started to give immediate feedback to learners and provide authentic and English appropriate for one’s level of acquisition. Previous researches have examined the use and effect of ChatGPT in relation to translations and learning. However, specific target grammar and the use of ChatGPT have not been explored in detail. Therefore, this paper aimed to find out whether ChatGPT can be used for a specific target grammar, auxiliary verbs. This research is divided into several parts. First is the target grammar test to determine the level of the students. Next is the ChatGPT translation which the students were asked to review. Third is the questionnaire to review the use and to see whether the learners’ had further plans to use ChatGPT. Results show that high level students preferred the conventional grammar method as they were skeptical about how this could help their learning in the first place. However, the low proficiency group had a higher percentage preference for ChatGPT as they could get immediate feedback whenever they needed. The findings from the low proficiency group would be worth listening to for further lesson plans with ChatGPT.
Abstract
Interactive artificial intelligence (AI) chatbot, ChatGPT started to open new ways to EFL learners. Unlike free translators, ChatGPT started to give immediate feedback to learners and provide authentic and English appropriate for one’s level of acquisition. Previous researches have examined the use and effect of ChatGPT in relation to translations and learning. However, specific target grammar and the use of ChatGPT have not been explored in detail. Therefore, this paper aimed to find out whether ChatGPT can be used for a specific target grammar, auxiliary verbs. This research is divided into several parts. First is the target grammar test to determine the level of the students. Next is the ChatGPT translation which the students were asked to review. Third is the questionnaire to review the use and to see whether the learners’ had further plans to use ChatGPT. Results show that high level students preferred the conventional grammar method as they were skeptical about how this could help their learning in the first place. However, the low proficiency group had a higher percentage preference for ChatGPT as they could get immediate feedback whenever they needed. The findings from the low proficiency group would be worth listening to for further lesson plans with ChatGPT.
참고문헌 (14)
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