Empowering Chinese Language Learners from Low-Income Families to Improve Their Chinese Writing with ChatGPT's Assistance Afterschool

Bibliographic Data

ID5901178
AuthorsXiaying Li (Fordham University, corresponding author), Belle Li (0009-0000-5750-4793, Purdue University West Lafayette, corresponding author), Su-Je Cho, Su‐je Cho (Fordham University)
Year2023
Volume8
Issue4
Pages238
Publication date2023-10-18
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages8040238
OpenAlexW4387744710
LanguageEN
Citations received10
References cited16

ChatGPT is a state-of-the-art generative artificial intelligence (AI) chatbot released by OpenAI in 2022. It simulates human conversation and has the capability to generate different texts at various levels of sophistication in near real time depending upon the user's skill in creating prompts. While concerns have been raised about academic dishonesty and cheating among students, ChatGPT has significant academic potential for education, particularly in the field of language learning. This research explores the potential of ChatGPT in supporting and empowering Chinese language learners (CLLs) whose first language is English to enhance their writing skills, mainly focusing on the research question: Is there a functional relation between Chinese language learners from low-income families using ChatGPT after school twice a week and improvements in their Chinese writing? Four participants with varying language proficiency levels were recruited, and their data were analyzed using an ABA design. Over three weeks, they utilized ChatGPT twice a week for approximately 20 min each after school. The students' writing scores, writing samples, and learning reflections were used to triangulate the data and enhance the data's trustworthiness. The findings indicate that (1) each participant made a noticeable improvement in their Chinese writing scores during the intervention and reversal phases; (2) ChatGPT played a crucial role in correcting errors and facilitating the development of complete sentence structures; and (3) the students expressed a sense of empowerment through their interactions with ChatGPT. These findings highlight that ChatGPT shows promise as a supportive tool for CLLs from low-income families, reducing educational inequality and promoting equitable access to language learning opportunities

Conversation · Empowerment · Mathematics education · Pedagogy · Political science · Sentence · Sociology · Sophistication · Artificial Intelligence in Healthcare and Education · Computer Science · Psychology · Artificial Intelligence

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