Abstract

This study examines the effectiveness of ChatGPT-4 in enhancing L2 Chinese learners' vocabulary and grammar acquisition within a flipped classroom setting, focusing on its impact on learning outcomes, student motivation, and associated challenges. Conducted over 10 weeks, the study involved 19 native English speakers enrolled in a third-year Chinese course at a U.S. university. The experimental group (n = 11) used ChatGPT to self-study six target words and five grammar structures before attending Tuesday and Thursday sessions, while the control group (n = 8) followed a textbook-based approach. Participants completed in-class vocabulary and grammar quizzes twice a week, three journal entries per week, and both pre- and post-tests. Additionally, the experimental group completed a survey on their perceptions of ChatGPT's effectiveness. Linear mixed-effects models analyzed participants' progress over time, revealing no significant differences in vocabulary acquisition between the groups. However, the experimental group showed significant improvements in grammar accuracy. Survey responses indicated that 77% of participants felt ChatGPT increased their motivation to learn Chinese, and 92% found it helpful for preparing new vocabulary and grammar. Some participants reported challenges in understanding ChatGPT's explanations and occasional inaccuracies related to cultural context. These findings suggest that ChatGPT enhances engagement and learning effectiveness, particularly in grammar acquisition. For instructors, ChatGPT can serve as a virtual tutor for pre-class preparation, alleviating teacher workloads and fostering student-centered learning. This research contributes to the growing body of literature on AI-assisted learning for less commonly taught languages, demonstrating ChatGPT's potential to improve learning engagement and outcomes.

Degree

College and Department

Humanities; Center for Language Studies

Rights

https://lib.byu.edu/about/copyright/