ChatGPT and note-taking skill improvement for English language learners

Abstract

This action research evaluated the use of Generative Artificial Intelligence (GenAI) tool, ChatGPT, to support students in note-taking practice. It was aimed to see if forty-nine students in an English course at a Melbourne-based institution (hereafter, referred to as MI) would independently use ChatGPT for note-taking and quiz generation after three GenAI lessons. Applying a mixed-method approach, data were collected through two surveys, three after-class polls, and three focus group interviews. The two main findings included a significant improvement in student engagement and the importance of explicit GenAI teaching in class. However, three key issues were identified: (1) the challenge for English language learners to construct effective task prompts, (2) the quality of questions generated by ChatGPT, and (3) the selection of appropriate audio materials. Our recommendations, therefore, include integrating GenAI lessons into the syllabus and providing ChatGPT prompt writing training for both teachers and students.