Enhancing Linguistic Interaction with ChatGPT: An Exploratory Study of Proficiency-Matching and Ecological Validity in Less Commonly Taught Languages.
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| Title: | Enhancing Linguistic Interaction with ChatGPT: An Exploratory Study of Proficiency-Matching and Ecological Validity in Less Commonly Taught Languages. |
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| Authors: | Cosi, Mireia Toda1 (AUTHOR) todacosi@umd.edu, Poole, Frederick2 (AUTHOR) poolefre@msu.edu |
| Source: | CALICO Journal. 2025, Vol. 42 Issue 3, p527-550. 24p. |
| Subject Terms: | *Second language acquisition, *Discourse, ChatGPT, Linguistic minorities, Validity of statistics, Telematics |
| Abstract: | Technology-mediated, task-based language teaching has been implemented successfully, especially in synchronous computer-mediated communication (SCMC). However, there are limitations to SCMC regarding its implementation and inclusivity. This work seeks to explore the application of user-friendly generative AI (i.e., ChatGPT) to the domain of SCMC in Catalan. This exploratory study analyzed the language output of 14 intermediate-level learners of Catalan and ChatGPT while they engaged in three conversational tasks. The tasks were pseudorandomized to be at the CEFR B1, B2, or an indeterminate proficiency level. Results indicate that task type influenced the linguistic output in terms of complexity and fluency, while the proficiency manipulation did not. The findings also suggest that there may be linguistic alignment between the language produced by learners and ChatGPT and that ChatGPT is perceived as an ecologically valid conversational partner. Further research is needed to improve our understanding of the supporting role ChatGPT can play in foreign language learning. New venues of research are suggested, and actionable advice is provided for instructors and learners who may want to use ChatGPT for instructional purposes. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Technology-mediated, task-based language teaching has been implemented successfully, especially in synchronous computer-mediated communication (SCMC). However, there are limitations to SCMC regarding its implementation and inclusivity. This work seeks to explore the application of user-friendly generative AI (i.e., ChatGPT) to the domain of SCMC in Catalan. This exploratory study analyzed the language output of 14 intermediate-level learners of Catalan and ChatGPT while they engaged in three conversational tasks. The tasks were pseudorandomized to be at the CEFR B1, B2, or an indeterminate proficiency level. Results indicate that task type influenced the linguistic output in terms of complexity and fluency, while the proficiency manipulation did not. The findings also suggest that there may be linguistic alignment between the language produced by learners and ChatGPT and that ChatGPT is perceived as an ecologically valid conversational partner. Further research is needed to improve our understanding of the supporting role ChatGPT can play in foreign language learning. New venues of research are suggested, and actionable advice is provided for instructors and learners who may want to use ChatGPT for instructional purposes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2025-0023 |
