AI-Assisted Learning in Higher Education: Exploring the Pedagogical Potential of ChatGPT

Abstract

Chat-GPT witnessed exponential growth by attracting 1 million users within five days and over 100 million users in 2 months since its launch in November 2022. ChatGPT responds to user-generated prompts in real time using the provided prompts or questions. The entry of ChatGPT and how it functions by creating a body of text from responses raises concerns about the pedagogical implication on language teaching and learning, ethical issues, and new research avenues for educational specialists to explore. This article examines what ChatGPT can do and its capabilities from recent literature, opportunities that are brought by ChatGPT, such as the creation of sound human-like content, and the limitations, including concerns around bias and the creation of false or misleading information. Further, the pedagogical implication of the ChatGPT is discussed with an analysis of institutional reactions and uptake of the ChatGPT so far. Additionally, the paper suggests what can be done in policy and adoption of the practice of using ChatGPT by emphasizing the need for careful integration into educational practice. By leveraging the capabilities of Chat-GPT and mitigating its limitations, the technology can be a valuable resource for enriching the teaching and learning of language and research.