Integrating ChatGPT Into Language Teacher Education: A Sociocultural Approach to Developing Academic Concepts

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 05: Teacher and Teacher Educator Learning Virtual Poster Session

Abstract

Research on implementing ChatGPT into language teacher education has examined student perceptions with little attention to its potential for instruction. Drawing on a sociocultural framework, this exploratory study addresses that gap by examining how ChatGPT served as mediator for pedagogical content in a multilingual teaching methods course. A quasi-experimental within-subject design was used with a nonrandomized course sample of 20 participants and 220 assignments. Results from Wilcoxon-Signed-Ranks tests suggested the success rates were higher in assignments with the use of ChatGPT than without, when instructor-prompted ChatGPT-outputs were used than when student-prompted, and when instructor-prompted ChatGPT-outputs were used at the beginning of a task than when student-prompted ChatGPT-outputs were used at the beginning of a task. Implications for practice are given.

Authors

• Rod E. Case, University of Nevada - Reno

• Leping Liu, University of Nevada - Reno