Research Article
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The Impact of ChatGPT on Vocabulary Learning in L3 German Class

Year 2024, , 339 - 348, 30.08.2024
https://doi.org/10.5961/higheredusci.1417301

Abstract

Although technology is an established issue in applied linguistics, integrating chatbots, particularly ChatGPT into language learning,
especially third-language (L3) learning, is a novel and mystic issue. To demystify this integration, the current study explores the role
of ChatGPT in enhancing vocabulary learning, which makes up the skeleton of language, in L3 German class since multilingualism is
becoming a norm nowadays. The participants of this exploratory qualitative case study, who are A1-level German learners, are three
university students. They read and analyse five different ChatGPT-created texts and adapt the topic of texts to themselves via ChatGPT
in which they are supposed to incorporate theme-related keywords throughout five weeks. Data is gathered through semi-structured
interviews, vocabulary tests, and reflective journals. Grounded theory was conducted to analyse the data. The findings provide insights
into the participants’ academic achievement through cognitive and affective dimensions. Pedagogical implications are discussed.

References

  • Abbott, J. (2000). ‘Blinking out’ and ‘having the touch’: Two fifthgrade boys talk about flow experiences in writing. Written Communication, 17(1), 53-92.
  • Ashfaque, M. W., Tharewal, S., Iqhbal, S., & Kayte, C. N. (2020, October). A Review on Techniques, Characteristics and Approaches to an Intelligent Tutoring Chatbot System. In 2020 International Conference on Smart Innovations in Design, Environment, Management, Planning and Computing (ICSIDEMPC) (pp. 258– 262). IEEE
  • Ballance, O. J. (2024). Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation. ReCALL, 36(1), 58-71. doi:10.1017/S0958344023000162
  • Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: a global perspective. Library of High Tech, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHT-05-2023-0200
  • Charmaz K. (2011) Grounded theory methods in Social Justice research. In N. K. Denzin and Y.S. Lincoln (Eds). Strategies for Qualitative Inquiry (pp.291-331). London: Sage.
  • Cresswell, J.W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Approaches. London: Sage.
  • Crosthwaite, P., & Baisa, V. (2023). Generative AI and the end of corpus-assisted data-driven learning? Not so fast!. Applied Corpus Linguistics, 3, 1-4 100066. https:// doi.org/10.1016/j. acorp.2023.100066
  • Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco, CA: Jossey-Bass Publishers.
  • Csikszentmihalyi, M. (1988). The future of flow. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal Experience: Psychological Studies of Flow in Consciousness (pp. 364-383). New York: Cambridge University Press.
  • Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
  • Çakmak, F. (2022). Chatbot-Human Interaction and Its Effects on EFL Students› L2 Speaking Performance and Anxiety. Novitas-ROYAL (Research on Youth and Language), 16(2), 113-131.
  • Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549-586.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). New York: McGram-Hill Companies.
  • Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. https:// doi.org/10.1016/j.chb.2018.12.023
  • Fu, Q.-K., Zou, D., Xie, H. & Cheng, G. (2022) A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning. Advance online publication. https://doi.org/ 10.1080/09588221.2022.2033787
  • Gocen, A., & Aydemir, F. (2021). Artificial intelligence in education and schools. Research on Education and Media, 12(1), 13-21.
  • Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5-24. http://doi.org/10125/73474
  • Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 1-5 https://doi.org/10.1016/j.caeai.2020.100001
  • Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbotsupported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10. 1111/jcal.12610
  • Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63-76.
  • Jiang H, Cheng Y, Yang J, et al. (2022) AI-powered chatbot communication with customers: dialogic interactions, satisfaction, engagement, and customer behavior. Computers in Human Behavior 134, 1-14. https://doi.org/10.1016/j.chb.2022.107329
  • Kim, N. Y. (2018a). Chatbots and Korean EFL Students’ English Vocabulary Learning. Journal of Digital Convergence, 16(2), 1-7.
  • Kim, N. Y. (2018b). A Study on Chatbots for Developing Korean College Students’ English Listening and Reading Skills. Journal of Digital Convergence, 16(8), 19-26.
  • Kim, N. Y., Cha, Y., & Kim, H. S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32-53.
  • Kim, H., Yang, H., Shin, D., & Lee, J. H. (2022). Design principles and architecture of a second language learning chatbot. Language Learning & Technology 26(1), 1–18. http://hdl.handle. net/10125/73463
  • Kohnke, L. (2022). A qualitative exploration of student perspectives of chatbot use during emergency remote teaching. International Journal of Mobile Learning and Organisation 16(4), 475–488. https://doi.org/10.1504/IJMLO.2022.125966
  • Kohnke, L. (2023a). A pedagogical chatbot: A supplemental language learning tools. RELC Journal. 54(3), 828-838. https://doi. org/10.1177/00336882211067054
  • Kohnke, L. (2023b). L2 learners’ perceptions of a chatbot as a potential independent language learning tool. International Journal of Mobile Learning and Organisation 17(1/2), 214–226. https://doi. org/10.1504/IJMLO.2023.128339
  • Krashen, S. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press.
  • Lee, J. H., Yang, H., Shin, D., & Kim, H. (2020). Chatbots. ELT Journal, 74(3), 338–344. https://doi.org/10.1093/elt/ccaa035
  • Lightbown, P., & Spada, N. (1999). How Languages Are Learned (Rev. ed.). Oxford: Oxford University Press.
  • Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot. Journal of Educational Technology & Society, 23(1), 78-92.
  • Lincoln, Y. G., & Guba, E. (1985). Naturalistic Inquiry. Newbury Park, CA: Newberry Park.
  • Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–138. https://doi.org/10.1080/17501229.20 23.2240316
  • Marek, M. W. & Wu, W.-C. V. (2014) Environmental factors affecting computer assisted language learning success: A complex dynamic systems conceptual model. Computer Assisted Language Learning, 27(6), 560–578. https://doi.org/10. 1080/09588221.2013.776969
  • Marr, A. J. (2001). In the zone: A biobehavioral theory of the flow experience. Athletic Insight, The Online Journal of Sport Psychology. Elektronische Ressource: http://www.athleticinsight. com/ Vol3Iss1/Commentary.html
  • Onwuegbuzie, A. J., & Leech, N. L. (2005). Taking the “Q” out of research: Teaching research methodology courses without the divide between quantitative and qualitative paradigms. Quality and Quantity, 39(3), 267-295. https://doi.org/10.1007/s11135- 004-1670-0.
  • Pérez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549– 1565. https://doi.org/10.1002/cae.22326
  • Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55 (1), 5–14.
  • Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook messenger. Computers & Education, 151, 103862. https://doi.org/10.1016/j. compedu.2020.103862
  • Stake, R. E. (2013). Multiple Case Study Analysis. Guilford press.
  • Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE—Virtual immersive language learning and gaming environment: immersion and presence. British Journal of Educational Technology, 48(2), 431- 450. https://doi.org/10.1111/bjet.12388
  • Zhang, R., Zou, D., & Cheng, G. (2023). A review of chatbot-assisted learning: pedagogical approaches, implementations, factors leading to effectiveness, theories, and future directions. Interactive Learning Environments, 1-29. https://doi.org/10.1080/10494820 .2023.2202704

ChatGPT’nin Üçüncü Dil olarak Almanca Dersinde Kelime Öğrenimine Etkisi

Year 2024, , 339 - 348, 30.08.2024
https://doi.org/10.5961/higheredusci.1417301

Abstract

Teknoloji, uygulamalı dilbilim alanında yerleşik bir konu olmasına rağmen, sohbet robotlarının, özellikle ChatGPT’ nin dil öğrenimine,
bilhassa üçüncü dil (L3) öğrenimine dahil edilmesi yeni ve gizemli bir konudur. Bu ilişkiyi aydınlatmak amacıyla, mevcut çalışma
ChatGPT’nin L3 Almanca dersinde dilin temel yapı taşı olan kelime öğrenimini geliştirmedeki rolünü araştırmaktadır çünkü çok dillilik
günümüzde bir norm haline gelmektedir. Bu keşfedici nitel durum çalışmasının katılımcıları, A1 seviyesinde Almanca öğrenen üç
üniversite öğrencisidir. Katılımcılar, beş hafta boyunca ChatGPT tarafından oluşturulmuş beş farklı metni okur ve analiz eder, ardından
tema ile ilintili anahtar kelimeleri dahil ettikleri metinlerin konusunu ChatGPT aracılığıyla kendilerine uyarlarlar. Veri, yarı yapılandırılmış
görüşmeler, kelime bilgisi testleri ve yansıtıcı günlükler aracılığıyla toplanmıştır. Verileri analiz etmek için gömülü teori kullanılmıştır.
Bulgular, katılımcıların akademik başarılarına dair bilişsel ve duyuşsal boyutlar aracılığıyla içgörüler sunmaktadır. Pedagojik çıkarımlar
irdelenmiştir.

Ethical Statement

Approval was attained from Ethical Board of the University

References

  • Abbott, J. (2000). ‘Blinking out’ and ‘having the touch’: Two fifthgrade boys talk about flow experiences in writing. Written Communication, 17(1), 53-92.
  • Ashfaque, M. W., Tharewal, S., Iqhbal, S., & Kayte, C. N. (2020, October). A Review on Techniques, Characteristics and Approaches to an Intelligent Tutoring Chatbot System. In 2020 International Conference on Smart Innovations in Design, Environment, Management, Planning and Computing (ICSIDEMPC) (pp. 258– 262). IEEE
  • Ballance, O. J. (2024). Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation. ReCALL, 36(1), 58-71. doi:10.1017/S0958344023000162
  • Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: a global perspective. Library of High Tech, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHT-05-2023-0200
  • Charmaz K. (2011) Grounded theory methods in Social Justice research. In N. K. Denzin and Y.S. Lincoln (Eds). Strategies for Qualitative Inquiry (pp.291-331). London: Sage.
  • Cresswell, J.W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Approaches. London: Sage.
  • Crosthwaite, P., & Baisa, V. (2023). Generative AI and the end of corpus-assisted data-driven learning? Not so fast!. Applied Corpus Linguistics, 3, 1-4 100066. https:// doi.org/10.1016/j. acorp.2023.100066
  • Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco, CA: Jossey-Bass Publishers.
  • Csikszentmihalyi, M. (1988). The future of flow. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal Experience: Psychological Studies of Flow in Consciousness (pp. 364-383). New York: Cambridge University Press.
  • Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
  • Çakmak, F. (2022). Chatbot-Human Interaction and Its Effects on EFL Students› L2 Speaking Performance and Anxiety. Novitas-ROYAL (Research on Youth and Language), 16(2), 113-131.
  • Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549-586.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). New York: McGram-Hill Companies.
  • Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. https:// doi.org/10.1016/j.chb.2018.12.023
  • Fu, Q.-K., Zou, D., Xie, H. & Cheng, G. (2022) A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning. Advance online publication. https://doi.org/ 10.1080/09588221.2022.2033787
  • Gocen, A., & Aydemir, F. (2021). Artificial intelligence in education and schools. Research on Education and Media, 12(1), 13-21.
  • Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5-24. http://doi.org/10125/73474
  • Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 1-5 https://doi.org/10.1016/j.caeai.2020.100001
  • Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbotsupported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10. 1111/jcal.12610
  • Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers & Education, 58(1), 63-76.
  • Jiang H, Cheng Y, Yang J, et al. (2022) AI-powered chatbot communication with customers: dialogic interactions, satisfaction, engagement, and customer behavior. Computers in Human Behavior 134, 1-14. https://doi.org/10.1016/j.chb.2022.107329
  • Kim, N. Y. (2018a). Chatbots and Korean EFL Students’ English Vocabulary Learning. Journal of Digital Convergence, 16(2), 1-7.
  • Kim, N. Y. (2018b). A Study on Chatbots for Developing Korean College Students’ English Listening and Reading Skills. Journal of Digital Convergence, 16(8), 19-26.
  • Kim, N. Y., Cha, Y., & Kim, H. S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32-53.
  • Kim, H., Yang, H., Shin, D., & Lee, J. H. (2022). Design principles and architecture of a second language learning chatbot. Language Learning & Technology 26(1), 1–18. http://hdl.handle. net/10125/73463
  • Kohnke, L. (2022). A qualitative exploration of student perspectives of chatbot use during emergency remote teaching. International Journal of Mobile Learning and Organisation 16(4), 475–488. https://doi.org/10.1504/IJMLO.2022.125966
  • Kohnke, L. (2023a). A pedagogical chatbot: A supplemental language learning tools. RELC Journal. 54(3), 828-838. https://doi. org/10.1177/00336882211067054
  • Kohnke, L. (2023b). L2 learners’ perceptions of a chatbot as a potential independent language learning tool. International Journal of Mobile Learning and Organisation 17(1/2), 214–226. https://doi. org/10.1504/IJMLO.2023.128339
  • Krashen, S. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press.
  • Lee, J. H., Yang, H., Shin, D., & Kim, H. (2020). Chatbots. ELT Journal, 74(3), 338–344. https://doi.org/10.1093/elt/ccaa035
  • Lightbown, P., & Spada, N. (1999). How Languages Are Learned (Rev. ed.). Oxford: Oxford University Press.
  • Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot. Journal of Educational Technology & Society, 23(1), 78-92.
  • Lincoln, Y. G., & Guba, E. (1985). Naturalistic Inquiry. Newbury Park, CA: Newberry Park.
  • Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–138. https://doi.org/10.1080/17501229.20 23.2240316
  • Marek, M. W. & Wu, W.-C. V. (2014) Environmental factors affecting computer assisted language learning success: A complex dynamic systems conceptual model. Computer Assisted Language Learning, 27(6), 560–578. https://doi.org/10. 1080/09588221.2013.776969
  • Marr, A. J. (2001). In the zone: A biobehavioral theory of the flow experience. Athletic Insight, The Online Journal of Sport Psychology. Elektronische Ressource: http://www.athleticinsight. com/ Vol3Iss1/Commentary.html
  • Onwuegbuzie, A. J., & Leech, N. L. (2005). Taking the “Q” out of research: Teaching research methodology courses without the divide between quantitative and qualitative paradigms. Quality and Quantity, 39(3), 267-295. https://doi.org/10.1007/s11135- 004-1670-0.
  • Pérez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549– 1565. https://doi.org/10.1002/cae.22326
  • Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55 (1), 5–14.
  • Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook messenger. Computers & Education, 151, 103862. https://doi.org/10.1016/j. compedu.2020.103862
  • Stake, R. E. (2013). Multiple Case Study Analysis. Guilford press.
  • Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE—Virtual immersive language learning and gaming environment: immersion and presence. British Journal of Educational Technology, 48(2), 431- 450. https://doi.org/10.1111/bjet.12388
  • Zhang, R., Zou, D., & Cheng, G. (2023). A review of chatbot-assisted learning: pedagogical approaches, implementations, factors leading to effectiveness, theories, and future directions. Interactive Learning Environments, 1-29. https://doi.org/10.1080/10494820 .2023.2202704
There are 43 citations in total.

Details

Primary Language English
Subjects Basic Training (Other)
Journal Section Research Articles
Authors

Muhammet Yaşar Yüzlü 0000-0002-5377-7329

Publication Date August 30, 2024
Submission Date January 9, 2024
Acceptance Date July 8, 2024
Published in Issue Year 2024

Cite

APA Yüzlü, M. Y. (2024). The Impact of ChatGPT on Vocabulary Learning in L3 German Class. Yükseköğretim Ve Bilim Dergisi, 14(2), 339-348. https://doi.org/10.5961/higheredusci.1417301
AMA Yüzlü MY. The Impact of ChatGPT on Vocabulary Learning in L3 German Class. J Higher Edu Sci. August 2024;14(2):339-348. doi:10.5961/higheredusci.1417301
Chicago Yüzlü, Muhammet Yaşar. “The Impact of ChatGPT on Vocabulary Learning in L3 German Class”. Yükseköğretim Ve Bilim Dergisi 14, no. 2 (August 2024): 339-48. https://doi.org/10.5961/higheredusci.1417301.
EndNote Yüzlü MY (August 1, 2024) The Impact of ChatGPT on Vocabulary Learning in L3 German Class. Yükseköğretim ve Bilim Dergisi 14 2 339–348.
IEEE M. Y. Yüzlü, “The Impact of ChatGPT on Vocabulary Learning in L3 German Class”, J Higher Edu Sci, vol. 14, no. 2, pp. 339–348, 2024, doi: 10.5961/higheredusci.1417301.
ISNAD Yüzlü, Muhammet Yaşar. “The Impact of ChatGPT on Vocabulary Learning in L3 German Class”. Yükseköğretim ve Bilim Dergisi 14/2 (August 2024), 339-348. https://doi.org/10.5961/higheredusci.1417301.
JAMA Yüzlü MY. The Impact of ChatGPT on Vocabulary Learning in L3 German Class. J Higher Edu Sci. 2024;14:339–348.
MLA Yüzlü, Muhammet Yaşar. “The Impact of ChatGPT on Vocabulary Learning in L3 German Class”. Yükseköğretim Ve Bilim Dergisi, vol. 14, no. 2, 2024, pp. 339-48, doi:10.5961/higheredusci.1417301.
Vancouver Yüzlü MY. The Impact of ChatGPT on Vocabulary Learning in L3 German Class. J Higher Edu Sci. 2024;14(2):339-48.