Synthesising Advents and Detriments of Open AI Chatbots in Language Proficiency

Abstract

This article synthesises the literature on advents and detriments of Open AI Chatbots in Language Proficiency. An exhaustive investigation (Study Selection Criteria, Literature Search, Selection, and Coding) of scholarly sources published from 2020-2023 led to the selection of fifteen reviews for analysis. The document analysis is used to examine the collected data with a conceptual framework of critical institutionalism for interpreting facts. The results of the analysis indicate mixed outcomes that Open AI Chatbots has great potential for advancing educational research, but it also raises great ethical concerns for the researchers which needs to be catered. The development of sophisticated responses to open-ended questions and personalised feedback for students allows Open AI Chatbots to reach its full potential. However, educational researchers should be wary of its application due to its reliance on pre-existing data and limited capacity to comprehend complex concepts. According to studies, Open AI Chatbots can influence language proficiency, assessment, educational research, and teacher training both positively and negatively. The field of educational research must examine Open AI Chatbots’s potential applications in greater depth in future studies