CHAT-GPT USAGE IN ENGLISH LANGUAGE TEACHING: DIGITAL LITERACY DEVELOPMENT AND CHALLENGES IN EDUCATION

Tatiana Ramalho Barbosa; Jan Edson Rodrigues Leite

doi:10.32748/revec.v11i27.22297

Authors

Tatiana Ramalho Barbosa Federal University of Paraíba https://orcid.org/0000-0002-7355-3058
Jan Leite Universidad Federal de Paraíba https://orcid.org/0000-0001-9054-0673

DOI:

https://doi.org/10.32748/revec.v11i27.22297

Keywords:

Artificial Intelligence, action research, English learning.

Abstract

With Artificial Intelligence becoming an integral part of daily life for nearly every individual, opposing its use in educational institutions seems increasingly impractical. Instead, this study highlights the importance of teaching ethical and productive applications of AI in education. It outlines a didactic sequence using Chat GPT as a pedagogical tool to improve English writing skills and digital literacy for 7th and 8th graders in a private school in João Pessoa, Paraíba, Brazil. As methodological basis, an action research intervention (Stringer, 2014) was employed so that the students enhanced their lexical and grammar skills through AI-assisted textual production. The conclusion underscores the benefits of judicious and mindful use of AI and its potential to enhance the teaching and learning of additional languages. It is hoped that this research can make a meaningful contribution to the emerging field of AI-assisted pedagogy, dispelling any misconceptions about its use in education.

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Author Biographies

Tatiana Ramalho Barbosa, Federal University of Paraíba

PhD student in the Graduate Program in Linguistics – PROLING/UFPB.

Jan Leite, Universidad Federal de Paraíba

Full Professor of Linguistics and Coordinator of the Graduate Program in Linguistics at UFPB. He is also Director of the Laboratory of Neurocognition and Language Comprehension (Lacon).

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