Résumés > MORGAN Robyn

”Say Goodbye to Boring Language Classes, Chatbots are Turbocharging Fluency 6x Faster!: Language Teachers Transitioning into the AI Era.”

Robyn Morgan

Lyon 2 – Univesité Lyon | Lyon 2 – France

In recent months, AI chatbots have gained traction in language education, promising learners the ability to master a new language in record time, surpassing traditional classroom settings. This paper delves into the impact of chatbots on language teaching and the vital role of teachers in this evolving landscape.

AI chatbots such as Langotalk claim to herald a revolutionary shift in language teaching, empowering learners to engage in self-directed learning experiences. These artificially intelligent language companions offer personalized interactions, adaptive feedback, and immersive practice opportunities. Learners can access language learning platforms anytime, anywhere, breaking free from the constraints of conventional classroom schedules.

Despite the remarkable advancements in technology over the last decades, human interaction has long been considered the last frontier that technology couldn’t fully replace in language teaching. Haristani, in chatbot research however now notes "They (students) felt more comfortable conversing with the bots than a student partner or teacher" (2019). Giving preference to this lack of direct human connection competes with the role for which language teachers are typically prioritised: fostering meaningful communication opportunities, replacing the once irreplaceable. Chatbots, with their ability to provide these opportunities for interaction and personalized feedback, threaten to undermine the role of the teacher, even purporting to provide a more in-depth and personalized learning experience.

The advent of chatbots has redefined language teaching, offering learners unparalleled opportunities for autonomous and accelerated learning. Where then, does the role of the teacher nowstand? In this technology-driven era, do teachers remain the vital catalysts, bridging the gap between technology and human interaction, and shaping well-rounded language learners equipped for the globalized world? This paper aims to address these questions by analyzing articles published following the introduction of ChatGPT, with the intention of offering guidance to language educators on adapting to these developments.

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Mots-Clés: Transitions, AI, Interactions, ChatGPT, Chatbots