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Description
This study explores how communicative ChatGPT tasks may enhance L2 German learning for CEFR A2–level university students. An analysis of students’ chat transcripts, along with a post-task survey, revealed that learners perceived the tasks as useful for receiving feedback on their L2 output and for improving their vocabulary, grammar, and writing skills. Despite some linguistic challenges, learners were able to use ChatGPT independently. However, guidance and classroom follow-up are essential for effective learning.
Abstract section 4: Outcomes/results
The results indicate that participants enjoyed experiencing the use of AI as part of their L2 learning. Analysis of the chat transcripts and survey data shows that students greatly appreciated having the opportunity to practise their communication skills. The tasks were perceived as useful for receiving feedback on L2 output and for improving knowledge of L2 vocabulary and grammar. However, the study also revealed the technology’s susceptibility to misunderstandings. These difficulties highlight the importance of providing students with adequate linguistic and technical support when they are expected to use AI for homework assignments.
Abstract section 3: Content/method
This case study was conducted in a CEFR A2 German class with twelve students at a Japanese university. Participants completed three communicative homework tasks using ChatGPT. Data included transcripts of student–ChatGPT interactions and a post-task survey with Likert-scale and open-ended items. Quantitative data were analysed using descriptive statistics, while qualitative content analysis was applied to the open-ended responses.
Abstract section 1: Relevance
The aim of this study is to explore the usefulness of ChatGPT for improving L2 German learners’ communication skills and to raise their awareness of the changing literacy requirements posed by the use of AI. For this purpose, participants in an L2 German class (CEFR A2) were asked to complete three communicative tasks with ChatGPT as homework assignments (n = 12). The tasks, based on scenarios from their textbook, included a market shopping conversation, a leisure appointment discussion, and a conversation about giving advice.
Abstract section 2: Contribution/research questions
In this study the following research questions were addressed:
1. What difficulties do students encounter when performing communicative ChatGPT tasks as homework?
2. How useful are such tasks for studying L2 German?
3. How can L2 German instruction in Japan be enhanced by using ChatGPT?
| Title | Using ChatGPT to Enhance Students’ L2 German Skills |
|---|---|
| Teaching Context | College and university education |