Abstract
The emergence of new interaction models represented by ChatGPT has sparked concerns among language teachers regarding their professional roles and perceived barriers to integrating Artificial Intelligence in Education (AIEd) technologies. However, there is a dearth of systematic reviews that specifically investigate the digital competence of language teachers in integrating ChatGPT into teaching and learning in higher education. This research aims to offer insights on how to enhance instructors' digital competence from stakeholders including policymakers, technology experts, researchers, and educators.
By conducting a systematic review of 15 articles published in journals and conferences between December 2022 and October 2023, this study deploys Ng et al. (2023)% instructional design framework for Al literacy education to sort out articles from the following four dimensions: 1) teachers' professional engagement; 2) instructional support; 3) content choices across disciplines; and 4) students' learning competencies.
Results indicate that : 1) For professional engagement, language teachers exhibit a positive attitude towards benefits of ChatGPT yet without a clear understanding or access to its basics; 2) Instructors encounter challenges in applying technical skills to optimize instructional design in various language learning contexts due to institutional limitations and lack of professional trainings; 3) Teachers focus more on students' Al literacy like problem-solving skills and debate, and Al ethics when selecting language contents; 4) Teachers pay much attention to students ' excessive dependency on Al generated contents and social-emotional wellbeing, alongside language skill acquisition.
In summary, despite the nascent stage of ChatGPT application in language education and the existing digital competence gaps among language teachers, Al technology cannot replace the crucial role of teachers. Future research should highlight effective ways to enhance instructors' technical and non-technical competencies in applying ChatGPT, with a particular focus on developing strategies for ChatGPT-integrated practices and assessing students' learning outcomes in the personal and self-directed learning environment.
By conducting a systematic review of 15 articles published in journals and conferences between December 2022 and October 2023, this study deploys Ng et al. (2023)% instructional design framework for Al literacy education to sort out articles from the following four dimensions: 1) teachers' professional engagement; 2) instructional support; 3) content choices across disciplines; and 4) students' learning competencies.
Results indicate that : 1) For professional engagement, language teachers exhibit a positive attitude towards benefits of ChatGPT yet without a clear understanding or access to its basics; 2) Instructors encounter challenges in applying technical skills to optimize instructional design in various language learning contexts due to institutional limitations and lack of professional trainings; 3) Teachers focus more on students' Al literacy like problem-solving skills and debate, and Al ethics when selecting language contents; 4) Teachers pay much attention to students ' excessive dependency on Al generated contents and social-emotional wellbeing, alongside language skill acquisition.
In summary, despite the nascent stage of ChatGPT application in language education and the existing digital competence gaps among language teachers, Al technology cannot replace the crucial role of teachers. Future research should highlight effective ways to enhance instructors' technical and non-technical competencies in applying ChatGPT, with a particular focus on developing strategies for ChatGPT-integrated practices and assessing students' learning outcomes in the personal and self-directed learning environment.
| Original language | English |
|---|---|
| Publication status | Published - 17 Nov 2023 |
| Event | Conference for Higher Education Research (CHER) – Hong Kong 2023: Education for Sustainability: Navigating the Changing Landscape of Higher Education - Lingnan University, Hong Kong, Hong Kong Duration: 17 Nov 2023 → 18 Nov 2023 https://www.ln.edu.hk/sgs/cher2023 |
Conference
| Conference | Conference for Higher Education Research (CHER) – Hong Kong 2023: Education for Sustainability: Navigating the Changing Landscape of Higher Education |
|---|---|
| Country/Territory | Hong Kong |
| City | Hong Kong |
| Period | 17/11/23 → 18/11/23 |
| Other | The impact of ChatGPT is being felt across higher education globally, but it represents just one of the emerging research directions in this field. The landscape of higher education has been evolving constantly, with practitioners encountering a diverse range of challenges and opportunities. In order to establish a sustainable higher education environment that can keep pace with society's advancements, it is crucial to facilitate collaboration between universities and institutional leaders to exchange best practices, develop innovative curricula and pedagogy that accommodate changes in technology, ensure that access to learning is equitable and society's advancements does not exacerbate educational disparities, and address the emotional and social needs of students in response to the evolving landscape of higher education. |
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