ChatGPT in ELT: disruptor? Or well-trained teaching assistant? | ELT Journal
This paper explores the potential applicability of ChatGPT—a generative, text-based artificial intelligence (AI) chatbot—to ELT. It offers insights and guidelines for using ChatGPT to develop receptive and productive skills. First, ChatGPT can help teachers generate input materials for listening and reading practices. Second, with ChatGPT, teachers can create individualized opportunities for students to practice their speaking and writing skills. We also note important caveats for teachers to consider when implementing ChatGPT as an instructional tool. By exploring its potential benefits and limitations, this paper contributes to the growing discourse on technology integration in ELT and offers practical recommendations for creating a productive learning environment using AI-driven language models like ChatGPT.
Introduction to ChatGPT
Since November 2022, ChatGPT has gained attention as a ‘game-changer in science’. A text-based artificial intelligence (AI) system developed by OpenAI, it is unlike previous chatbots that typically rely on predefined responses. Instead, this AI-powered technology utilizes deep machine learning to instantly generate human-like texts or interactions in real time as a large language learning model (LLM). Moreover, the most recent iteration is multimodal, accepting visual input, such as images, as well as text input. 
However, concerns have been raised regarding ChatGPT’s reliability and its implications for academic integrity and research ethics. In language pedagogy research and teaching communities, such questions have ignited discussions about the extent to which teachers can depend on AI language models for support and assistance.
Applications in English Language Teaching
Meanwhile, despite growing interest among ELT professionals, there is a lack of introductory information about the technology’s applications in the English language classroom. In this article, therefore, we aim to provide an accessible introduction to ChatGPT geared toward English language pedagogy. 
While other generative AI tools, such as Google Bard, are also publicly accessible, we limit our scope to ChatGPT in order to more effectively illustrate how we utilize this specific platform. As users and trainers of ChatGPT, we seek to highlight how English language teachers can make use of ChatGPT as a well-trained teaching assistant by harnessing the system’s capabilities to enhance our English language instruction.
Utilizing ChatGPT in Language Teaching
An LLM-powered generative AI chatbot, ChatGPT utilizes a deep learning architecture called GPT (Generative Pre-trained Transformer), developed by OpenAI, to generate human-like text and engage in conversational interactions. Trained on a vast amount of diverse text data, it can understand the context of a given prompt and respond to a wide range of topics and queries. 
It can provide information, answer open-ended questions, assist with creative writing, offer suggestions, and engage in meaningful conversations. On top of that, the most recent version, ChatGPT 4.0, released on 14 March 2023, has become multimodal in the sense that it can take images as well as texts as input, which opens new possibilities for human–computer interaction.
Enhancing Language Skills with ChatGPT
ChatGPT can serve as an invaluable resource for English teachers in developing learners’ receptive (listening and reading) and productive (speaking and writing) skills. For receptive skills, ChatGPT excels as both a material developer and an item-writer; for productive skills, ChatGPT can take the role of an interlocutor or writing tutor.
Customizing Text Difficulty Levels
The role of input in language development is widely recognized in L2 learning research. The quality and characteristics of L2 input have a significant impact on learners’ comprehension and language acquisition. From a pedagogic perspective, high-quality tailored input plays a crucial role in facilitating language development. 
However, preparing suitable, well-crafted input materials can be a challenging task for teachers. In this context, ChatGPT’s ability to generate and modify input text based on multiple text variables becomes valuable.
ChatGPT can adjust the difficulty of texts to align with language proficiency levels, such as those of the Common European Framework of Reference for Languages (CEFR) or the Test of English as a Foreign Language Internet-based Test (TOEFL iBT) score bands. This allows teachers to obtain texts that are suitable for their students’ specific language abilities to support their language development.
Conclusion
In conclusion, ChatGPT presents itself as a promising tool for English language teachers to enhance their instructional practices and support students’ language learning journey. By leveraging the capabilities of ChatGPT, teachers can create a more personalized and effective learning environment that caters to the diverse needs of language learners.
