The introduction of ChatGPT and GPT-4 tools by OpenAI as well as Bing Chat by Microsoft and Bard by Google has created various challenges for educators, including those that teach English as a Foreign Language (EFL) and English for Specific Purposes (ESP) in higher education. Some of the potential negative consequences of public availability of such conversational artificial intelligence (AI) tools are related to asynchronous online teaching, while also implying issues regarding online assessment and students’ academic dishonesty as well as various ethical concerns. However, there is arguably much potential in using such tools for creating diverse online learning activities aimed at promoting personalization/individualization and student-centered approach as well as the development of students’ learning to learn and autodidactic skills. The first goal of our research was to identify both positive and negative aspects of the use of conversational AI in teaching EFL/ESP in higher education. The second goal was to use the survey method with participants who attended several ESP courses to investigate various aspects of technology acceptance and user experience in students’ use of the Bing Chat conversational AI and search engine tool for teaching and learning activities. Before the survey was performed the students participated in asynchronous and synchronous learning activities that demonstrated the potential uses of Bing Chat for the development of linguistic competencies. The students’ responses to specific survey questions are presented from the perspective of the following categories of technology acceptance, usability and user experience related variables: Perceived Usefulness, General Usability, Learnability, System Reliability, Visual Design & Navigation, Information Quality, Information Display, Cognitive Involvement, Design Appeal, Trust, and Risk Perception. The results of the survey conducted among students (N=85) in several ESP university courses indicate that most of the students positively experienced and evaluated the specific aspects of the aforementioned variables.
The introduction of ChatGPT and GPT-4 as well as Bing Chat and Bard has created challenges for educators of English as a Foreign Language (EFL) and English for Specific Purposes (ESP). There are potential negative and positive consequences of the use of such artificial intelligence (AI) tools, predominantly regarding assessment issues and the design of online learning activities. A survey was conducted among participants (N=85) of several ESP courses to investigate various aspects of technology acceptance and user experience associated with the use of Bing Chat for pedagogical activities. Before the survey the students performed learning activities that demonstrated possible uses of Bing Chat for language competencies development. The results of the survey indicate that most of the students positively evaluated Perceived Usefulness, General Usability, Learnability, System Reliability, Visual Design & Navigation, Information Quality, Information Display, Cognitive Involvement, Design Appeal, Trust, and Risk Perception regarding the use of Bing Chat.
Andreja Kovačić, University of Zagreb, Croatia
Goran Bubaš, University of Zagreb, Croatia
About the Presenter(s)
Dr Andreja Kovačić is a University Associate Professor/Senior Lecturer at University of Zagreb in Croatia
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