Foreign Language Learning Assessment in the Age of ChatGPT

Abstract

In the Artificial Intelligence (AI) age now, foreign language learners can get unlimited support on their learning tasks from advanced AI chatbots, primarily the ChatGPT. At the same time, such a language chatbot intensifies the importance of rethinking learning outcome assessment. Traditional assessments that draw on a teach-and-test- approach are of little use and no longer valid for a comprehensive understanding of students’ knowledge and skills that they, by and large, obtain in informal learning settings and contribute to their overall performance. Hence, alternative assessments can reflect more on learners’ actual performance that likely involves AI chatbots and yet goes unnoticed by traditional assessment. This paper discusses alternative assessments regarding their nature, forms, characteristics, advantages, and integration into L2 programs. It establishes a foundational theoretical account for future research that would take place when ChatGPT becomes commonplace in the worldwide L2 contexts. It charts new research territories and passes the torch to second and foreign-language learning assessors to reflect on their teaching situations and reimagine L2 programs in light of the affordances of the ChatGPT, which has made a significant breakthrough in learning and teaching languages.

Lingwodydaktyczny potencjał ChatGPT w nauczaniu języków obcych

“…Zrozumienie wartości tego narzędzia, które pozwala uczącym się języków obcych rozwijać umiejętności komunikacyjne w przystępny i interaktywny sposób, przyczyniło się do rozwoju badań nad tym zagadnieniem. O wykorzystaniu ChatGPT w nauczaniu języków obcych pisze się na razie głównie w opracowaniach o charakterze teoretycznym, których celem jest wykazanie możliwości nowych narzędzi cyfrowych, analiza perspektywy ich wykorzystania, a także trudności, z jakimi mogą spotkać się pracujący z nimi nauczyciele i uczniowie (AlAfnan, 2023;Budnikova, Babenkova, 2020;Esionova, 2019;Fryer, 2019;Fryer, 2020;Lavrinenko, 2023;Moqbel, 2023;Topsakal, Topsakal, 2022).…”

ChatGPT és más nagy nyelvi modellek (LLM-ek) biztonsági kérdései, szervezeti és társadalmi hatásai

“…Beszédutánzás: a ChatGPT alapvető funkciója az emberi konverzációk imitálása, mely a felhasználó adta kérések vagy parancsok alapján valósul meg. Ebben a tekintetben hasonló a modern MI-alapú asszisztens rendszerekhez, mint az Alexa és Siri (Moqbel et al 2023).…”

Using Smartphones for English Speaking Skill Development from the Omani EFL Learners' Perspectives

“…It can be argued that traditional teaching techniques and learning tools are ineffective for today"s generation, whom Prensky (2001) called the "digital native" who grew up with digital technology and mobile devices. This digital generation, born in the 1990s or thereabouts, lives now in the age of metaverse and ChatGPT (Ali et al, 2022;Moqbel and Al-Kadi, 2023). Digital technology has given this generation new learning opportunities (Al-Kadi, 2017;Ebrahim et al, 2015) and more motivation (Ali et al, 2023;Alshamsi et al, 2020) to do things daily on the fly.…”

“…Digital technology has given this generation new learning opportunities (Al-Kadi, 2017;Ebrahim et al, 2015) and more motivation (Ali et al, 2023;Alshamsi et al, 2020) to do things daily on the fly. At the same time, modern educational systems wrestle with the new complexities of technology, and they adopt teaching methods and strategies that align with such emerging technological advances and the learning styles and needs that stem from this development (Al-Kadi, 2018;Babiker, 2015;Ebrahim et al, 2015;Herrington and Moran, 2009;Moqbel and Al-Kadi, 2023). Indeed, digital technology is altering how young people interact with each other inside and outside the classrooms, and educators are considering the impact of these developments on their classroom teaching (Herrington & Moran, 2009).…”