Dictionaries, DeepL, and ChatGPT: Comparing Language Tool Effects on L2 English Speaking and Learner Perceptions

French learners’ use of ChatGPT for interactive textual revision: an in-depth multiple case study

Nowadays, generative artificial intelligence (GAI) tools can be found virtually everywhere, including in the second language classroom. Despite this widespread use, there remains a paucity of research exploring how such tools can be utilized for textual revision, especially in languages other than English. Furthermore,...

From User Feedback on Chinese-English Translation and Dictionary Tools, to DeepSeek as the Ultimate Translator and Lexicographer

ChatGPT vs. Gemini: Which model generates more comprehensible texts and more solvable tasks?

The results show that the students had more correct answers to the tasks generated by ChatGPT than to those generated by Gemini, suggesting that ChatGPT responds more quickly and directly to prompts, thereby generating teaching materials without verbose explanations.

User Attitudes Toward AI Language Tools: Focus on ChatGPT, Grammarly, and Quillbot

These findings support the need for speech specific properties in AI-based WLTs and, if sufficiently adapted to language learning in general, AI-based WLTs might be a useful complement when learning languages particularly as for written and receptive skills.

Assessing English Phonological Accuracy Across LLM-Based Chatbots

English is the most widely spoken language of the time. Thus, learners, regardless of language backgrounds, increasingly seek at least basic proficiency in it. Since spoken English is its most common form of use, understanding its phonological features and processes proves indispensable. With the growing use of machine...

AI Voice-based Chatbots as a Conversational Partner in Practicing English Speaking: A Systematic Literature Review and the Ways Forward

A consistent trend in research design in this field with the predominance of quasi-experimental mixed-methods research is revealed, particularly in EFL contexts where the need to be proficient in speaking skills is substantial, yet the opportunities to communicate with a competent interlocutor are limited.