Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT

Abstract

Since late 2022, dozens of YouTube channels focusing on a diverse array of topics related to language learning with generative AI tools such as ChatGPT have rapidly emerged. This study explores the implementations and perspectives of YouTube content creators who now constitute an increasingly important segment of the ecosystem of language teaching and learning. A mixed methods netnographic approach was employed, combining qualitative and quantitative techniques. A total of 140 videos were identified and analyzed, and an in-depth content analysis was conducted to uncover underlying themes. Four main categories of creators were identified: educators, learners, technology professionals, and e-learning providers. Educators, especially English and Japanese teachers, were the majority, followed by learners and technology field professionals. This study highlights the benefits, drawbacks, and concerns associated with the integration of AI tools in language learning. By examining this rapidly evolving phenomenon, the study contributes towards an understanding of the role and impact of generative AI tools in language education.

ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education

“…The thematic analysis findings highlight the positive impact of integrating ChatGPT in self-directed English language learning. Li et al (2023) identified that themes include Vocabulary Acquisition, Grammar Mastery, Reading Comprehension, and Writing Proficiency. Participants reported improvements in specific areas, such as learning context-specific vocabulary, understanding word formation, sentence structure, verb tenses, textual analysis, making inferences, recognizing text structure, essay structure, coherence and cohesion, and using sentence variety.…”

A Preliminary Study on Graduate Student Instructors' Exploration, Perception, and Use of ChatGPT

“…Mishra et al (2023) stated that GenAI refers to "artificial intelligence (AI) applications which are designed to use a variety of machine learning algorithms to create new content" (p. 2). ChatGPT, however, is a state-of-the-art natural language processing model with applications in diverse fields, including language teaching (Li et al, 2023b;Kohnke et al, 2023). Many people mistake ChatGPT for an advanced version of Google search, but these two technologies are fundamentally different in their mechanisms.…”

“…Since its release in November 2022 by OpenAI, ChatGPT has attracted millions of users, and in interactions with them, it has generated natural conversations (Grant & Metz, 2022;OpenAI, 2022). Technology-enhanced language learning has demonstrated an ability to positively affect learners' performance and engagement (Golonka et al, 2014), and unsurprisingly, within a few short months of ChatGPT's debut, a plethora of research had already begun to investigate ChatGPT's potentials, pitfalls, and challenges by examining the perspectives of various stakeholders, including students (e.g., Chan & Hu, 2023), English as a foreign language (EFL) instructors (e.g., Mohamed, 2023), and social media influencers such as YouTubers (e.g., Li et al, 2023b). Studies have explored a diversity of topics, such as the integration of ChatGPT into EFL writing education…”

Chatgpt in and for second language acquisition: A call for systematic research

“…Not surprisingly, the reactions here are mixed as well. Some people are outright skeptical, some are sitting on the fence, but many choose to embrace the technological innovation and contemplate how to leverage ChatGPT’s capabilities in educating the next generation of foreign language learners (see, e.g., Baskara & Mukarto, 2023; Bonner et al, 2023; Fryer et al, 2020; Hong, 2023; Ji et al, 2023; Kohnke et al, 2023; Li et al, 2023; Waschauer et al, 2023).…”