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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya ELS Journal On Interdisciplinary Studies in Humanities
FX. Risang Baskara
English Letters Department, Universitas Sanata Dharma
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AI-Driven Dynamics: ChatGPT Transforming ELT Teacher-Student Interactions FX. Risang Baskara
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 13, No 2 (2023)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.13.2.2023.261-275

Abstract

In the rapidly evolving educational domain, where artificial intelligence (AI) is pivotal, English Language Teaching (ELT) witnesses profound transformations. This study, focusing on integrating ChatGPT, an AI-driven language model, illuminates its substantial impact on the dynamics between teachers and students within ELT. Pertinent to this research is the inquiry into how ChatGPT reshapes teacher roles, responsibilities, and pedagogical practices, an area previously overlooked in the realm of AI in education. Employing a theoretical lens, the study scrutinises active learning models, technology integration theories, and paradigms of teacher professional development. Such analysis is crucial in comprehending teachers' shift from traditional methodologies to more facilitative and supportive roles, emphasising the urgency of this investigation for active learning's progression. Utilising diverse analytical approaches, ChatGPT propels pedagogies encouraging active learning, notably blended, collaborative, and project-based learning, while accentuating the necessity of professional development and institutional support for teachers' successful transition to these novel roles. These findings offer pivotal insights for the higher education sector, underlining the imperative of embracing AI's transformative potential, particularly tools like ChatGPT. By delving into ChatGPT's influence on teacher-student interaction and pedagogical methods, the study carves a significant path for future exploration and application in technology-enhanced ELT.
Machine Learning Meets Pedagogy: ChatGPT's Transformative Potential in Higher Education Learning Spaces FX. Risang Baskara
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 1 (2024): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i1.32779

Abstract

In an era marked by rapid technological advancements intersecting with educational practices, the current inquiry focuses on the transformative potential of machine learning models, specifically ChatGPT, within higher education learning environments. Central to the discourse is the question: To what extent can ChatGPT function as a transformative tool in these educational spaces? While existing literature ventures into the capabilities of ChatGPT for simplistic tasks such as text generation, a comprehensive argumentative review that scrutinises its pedagogical applications remains conspicuously absent. This lacuna in academic scholarship necessitates the present study, which employs a multidisciplinary framework incorporating active learning theories, blended pedagogical models, and critical pedagogy. Through a meticulous dissection of empirical evidence, the investigation reveals ChatGPT's potential to enhance student engagement, enriching the curriculum and posing new ethical considerations. Significance emanates from the nuanced understanding and critical appraisal of ChatGPT's role, limitations, and ethical dilemmas in higher education, thereby contributing to a burgeoning field at the intersection of machine learning and pedagogy.
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