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Exploring Generative AI as a Roleplay Interlocutor in L2 Task-Based Pragmatics Learning: Comparing ChatGPT-Learner and Technology-Mediated Peer Interactions

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Title: Exploring Generative AI as a Roleplay Interlocutor in L2 Task-Based Pragmatics Learning: Comparing ChatGPT-Learner and Technology-Mediated Peer Interactions
Language: English
Authors: Soyeon Sim, YouJin Kim (ORCID 0000-0002-5741-9369), Keong Ku
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(1):S86-S116.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Artificial Intelligence, Second Language Learning, Pragmatics, Speech Acts, Student Attitudes, English (Second Language), Foreign Countries, Peer Relationship, Role Playing, Instructional Effectiveness, Second Language Instruction
Geographic Terms: South Korea
DOI: 10.1002/tesq.70010
ISSN: 0039-8322
1545-7249
Abstract: This study compared task-based interaction with ChatGPT and peer interaction in the effectiveness of learning L2 speech acts (requests and refusals) and explored L2 learners' perceptions towards task performance. Forty Korean EFL learners were randomly assigned to either the peer interaction group (n = 20) or the ChatGPT group (n = 20). Both groups participated in a pretest, two tasks, a posttest, a delayed posttest, a post-task survey, and stimulated recall. During the scenario-based roleplay tasks with either a peer or ChatGPT, the target speech acts were elicited, and both participants and ChatGPT were required to provide feedback on the appropriateness of the speech acts. The overall appropriateness ratings of the target speech acts were analyzed and compared across the groups. The amount and types of pragmatic-related episodes (PREs) that occurred during tasks were also analyzed and compared across the groups. Findings revealed that for requests, ChatGPT-based interactions led to a higher degree of short-term learning, whereas peer interaction led to better long-term retention. For refusals, only the ChatGPT group showed learning gains. The amount of exposure to appropriate forms during PREs was significantly higher in the ChatGPT group than in the peer interaction group. Survey and stimulated recall showed an overall positive experience of task performance with ChatGPT.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490718
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Soyeon+Sim%22">Soyeon Sim</searchLink><br /><searchLink fieldCode="AR" term="%22YouJin+Kim%22">YouJin Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5741-9369">0000-0002-5741-9369</externalLink>)<br /><searchLink fieldCode="AR" term="%22Keong+Ku%22">Keong Ku</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesq.70010
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  Data: This study compared task-based interaction with ChatGPT and peer interaction in the effectiveness of learning L2 speech acts (requests and refusals) and explored L2 learners' perceptions towards task performance. Forty Korean EFL learners were randomly assigned to either the peer interaction group (n = 20) or the ChatGPT group (n = 20). Both groups participated in a pretest, two tasks, a posttest, a delayed posttest, a post-task survey, and stimulated recall. During the scenario-based roleplay tasks with either a peer or ChatGPT, the target speech acts were elicited, and both participants and ChatGPT were required to provide feedback on the appropriateness of the speech acts. The overall appropriateness ratings of the target speech acts were analyzed and compared across the groups. The amount and types of pragmatic-related episodes (PREs) that occurred during tasks were also analyzed and compared across the groups. Findings revealed that for requests, ChatGPT-based interactions led to a higher degree of short-term learning, whereas peer interaction led to better long-term retention. For refusals, only the ChatGPT group showed learning gains. The amount of exposure to appropriate forms during PREs was significantly higher in the ChatGPT group than in the peer interaction group. Survey and stimulated recall showed an overall positive experience of task performance with ChatGPT.
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      – SubjectFull: Pragmatics
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