Integrating ChatGPT to Enhance University Students’ Communication Skills: Pedagogical Considerations

Authors:
Open Access
Publisher website
Google Scholar
Abstract
This research examines the impact of integrating generative AI (ChatGPT) on 93 Thai university students’ English communication skills and their perceptions of AI integration. Initially, the students completed a video-recorded conversation simulation on a predetermined topic to be assessed using a scoring rubric, representing their pre-simulation performance. Subsequently, the students engaged in structured instruction. They collaborated in small groups with ChatGPT to create conversation scripts on the same topic, which they later used for post-simulation video recordings, representing the post-simulation performance. A focus group discussion with ten randomly selected participants was conducted to explore the students’ perceptions. A comparison of pre- and post-simulation scores revealed significant improvements, particularly in fluency, vocabulary usage, and overall communication skills. Additionally, focus group findings indicated highly positive sentiments about ChatGPT, emphasizing its role in reducing anxiety, promoting creativity and enthusiasm, and enhancing the interactivity and enjoyment of language learning. This study underscores ChatGPT’s potential as a valuable resource in language education, particularly when combined with teacher support and oversight. By generating scripts grounded in sound pedagogical principles, AI creates an interactive environment for enhancing conversational English, fostering active engagement, and meeting students’ diverse learning needs. Although the findings are promising, the research highlights the necessity of aligning AI implementation with pedagogical principles to guarantee valuable learning experiences. This research contributes to the expanding field of literature on AI in education, offering insights into how tools like ChatGPT can enhance communication abilities and prepare students for real-world applications in academic and professional contexts.

This publication has 29 references indexed in Scilit: