Assisting ELT Teachers: Designing Activities for the Use of ChatGPT in Teaching and Learning

ABSTRACT


INTRODUCTION
Artificial Intelligence (AI) has gained significant attention in the field of education in recent years. One of the emerging applications of AI is the use of language models for teaching and learning. ChatGPT is a language model developed by OpenAI, which has shown promising results in various natural language processing tasks (Radford et al., 2019). ChatGPT has the potential to facilitate language learning and content-based instruction by generating responses to learners' inputs, providing feedback, and generating content. This research aims to explore the use of ChatGPT in designing activities that enhance teaching and learning.
Recent studies have shown the potential of AI in education, including the use of natural language processing (NLP) models for language learning (Wang et al., 2020). The use of chatbots in education has been found to be effective in providing personalized and immediate feedback to learners (Rai & Sarkar, 2021). ChatGPT, in particular, has shown promising results in generating high-quality text and engaging in meaningful conversations (Radford et al., 2019).
However, the integration of AI in education also poses challenges, such as the lack of interpretability and the potential for bias in language models (Dhawan, 2021). Therefore, it is crucial to explore the use of ChatGPT in education carefully and develop effective pedagogical practices that leverage its potential.
In one study by Li et al. (2021), learners reported positive perceptions of ChatGPT-based language learning activities, describing them as engaging, helpful, and effective in improving their language skills. Similarly, Chen and Li (2021) found that learners had positive attitudes toward using ChatGPT in language learning activities, with many reporting that they enjoyed the interactive and personalized nature of the activities.
In another study by Zhang et al. (2021), learners reported that ChatGPT-based language learning activities improved their speaking proficiency and confidence. Additionally, learners appreciated the immediate and personalized feedback provided by the ChatGPT system. Moreover, learners' perceptions of ChatGPT-based activities in content-based instruction have also been examined. A study by Wang and Li (2021) found that learners had positive attitudes toward using ChatGPT in science instruction, with many reporting that it enhanced their engagement and motivation to learn.
However, it is essential to note that learners' perceptions of ChatGPT-based activities may vary based on their prior experience with technology, their learning style, and their cultural background. Therefore, it is crucial to consider these factors when designing and implementing ChatGPT-based activities in teaching and learning.

Research Objectives
This research aims to design activities that use ChatGPT to facilitate language and content-based learning. The objectives of the research are: 1. To develop activities that use ChatGPT to engage learners in language and content-based tasks.
2. To implement the activities in a real-world context and evaluate their effectiveness.
3. To identify the strengths and weaknesses of the activities and provide recommendations for future development.

BACKGROUND
The use of artificial intelligence (AI) in education has the potential to revolutionize teaching and learning by providing personalized, adaptive, and engaging learning experiences (Dhawan, 2021). One of the emerging applications of AI in education is the use of language models for language learning and content-based instruction. Language models are AI models that can generate high-quality text based on a given prompt. ChatGPT is a language model developed by OpenAI that has shown promising results in generating natural and engaging text.
Recent studies have shown that the use of chatbots and conversational agents in education can provide personalized and immediate feedback to learners and enhance their engagement and motivation (Rai & Sarkar, 2021). ChatGPT, in particular, has the potential to facilitate language learning by generating responses to learners' inputs and providing feedback on grammar, vocabulary, and pronunciation.

Statement of the Problem:
The use of ChatGPT in education has the potential to enhance language and content-based instruction by providing personalized feedback, generating responses to learners' inputs, and facilitating engagement and motivation. However, there is a lack of research on the design and implementation of activities that effectively leverage the potential of ChatGPT in teaching and learning. Therefore, the problem this research aims to address is how to design activities that effectively use ChatGPT to facilitate language and content-based learning. Specifically, the research will focus on developing activities that engage learners in meaningful conversations, provide personalized feedback, and enhance their engagement and motivation.

Research Questions:
1. What is the potential of ChatGPT in facilitating language and content-based learning?
2. What are the characteristics of effective activities that leverage the potential of ChatGPT in teaching and learning?
3. How can ChatGPT be used to engage learners in meaningful conversations, provide personalized feedback, and enhance their engagement and motivation?
4. What is the effectiveness of the designed activities in enhancing language and contentbased instruction?
5. What are the learners' perceptions of the activities and the use of ChatGPT in teaching and learning?

Significance:
The use of AI in education has the potential to transform teaching and learning by providing personalized, adaptive, and engaging learning experiences. ChatGPT, in particular, is a language model that has shown promising results in generating natural and engaging text, making it a valuable tool for language and content-based instruction.
This research is significant because it aims to develop effective pedagogical practices that leverage the potential of ChatGPT in teaching and learning. By designing activities that engage learners in meaningful conversations, provide personalized feedback, and enhance their engagement and motivation, the research can contribute to the development of innovative and effective instructional practices.
Furthermore, the research can help address the lack of research on the use of ChatGPT in education and provide insights into the potential and limitations of this technology. The findings of the study can inform future research and practice in the field of AI and education, contributing to the development of ethical and effective use of AI in education.

LITERATURE REVIEW
The use of artificial intelligence (AI) in education has gained significant attention in recent years, and one of the promising applications of AI in education is the use of language models for language and content-based instruction. Language models are AI models that can generate highquality text based on a given prompt, and ChatGPT is a language model developed by OpenAI that has shown promising results in generating natural and engaging text.
Several studies have explored the potential of chatbots and conversational agents in education, showing that they can provide personalized and immediate feedback to learners and enhance their engagement and motivation (Rai & Sarkar, 2021). ChatGPT, in particular, has the potential to facilitate language and content-based learning by generating responses to learners' inputs and providing feedback on grammar, vocabulary, and pronunciation.
However, the integration of AI in education also poses challenges, such as the lack of interpretability and the potential for bias in language models (Dhawan, 2021). Therefore, it is crucial to explore the use of ChatGPT in education carefully and develop effective pedagogical practices that leverage its potential.
Several studies have explored the use of chatbots and conversational agents in language learning. For example, Li et al. (2021) developed a chatbot that uses natural language processing and deep learning algorithms to provide personalized feedback to learners in Chinese as a second language. The results showed that the chatbot was effective in improving learners' grammar and vocabulary skills.
Similarly, Thorne et al. (2019) developed a conversational agent that used machine learning algorithms to provide feedback on learners' pronunciation in English as a second language. The results showed that the conversational agent was effective in improving learners' pronunciation accuracy and confidence.
However, these studies mainly focused on the development of the technology and its effectiveness in improving language skills, rather than the design and implementation of pedagogical practices that effectively leverage the potential of the technology.
Therefore, this research aims to fill this gap by designing activities that effectively use ChatGPT to facilitate language and content-based learning. By identifying the characteristics of effective activities, designing and developing a set of activities, and evaluating their effectiveness in a classroom setting, the research can provide valuable insights into the development of pedagogical practices that leverage the potential of ChatGPT in teaching and learning.

RESEARCH METHODOLOGY
The purpose of this research was to design activities for the use of ChatGPT in teaching and learning. The research was conducted in three phases: the first phase focused on the literature review, the second phase focused on designing the activities, and the third phase involved testing the effectiveness of the activities. This research was conducted using a mixed-methods research design that involves both qualitative and quantitative data collection and analysis methods. The qualitative data was collected through interviews with educators and students, as well as through observations of the activities in the classroom. The quantitative data was collected through preand post-tests to measure students' learning outcomes.
The sample for this research consisted of secondary school students and educators at the Qurtuba University of Science and Information Technology D. I. Khan, Pakistan. The students were from different academic levels and subject areas, and the educators had experience in teaching a range of subjects.
The data collection for this research involved three methods: literature review, interviews, and observations. The literature review was conducted to gather information about the use of ChatGPT in education and to identify best practices for designing effective activities. The interviews were conducted with educators and students to gather their perspectives on the use of ChatGPT and to gather feedback on the activities designed. The observations were conducted in the classroom to collect data on the implementation of the activities and to observe students' engagement and learning outcomes. The data collected through interviews and observations were analyzed using thematic analysis. The themes were identified from the data collected, and patterns and relationships were identified.
This research was conducted with ethical considerations in mind. Informed consent was obtained from participants, and confidentiality was maintained. The limitations of this research include the sample size, which may not be representative of the larger population, and the limited scope of the study, which may not allow for the generalization of the findings.

Potential of ChatGPT
ChatGPT has great potential in facilitating language and content-based learning. As a language model, ChatGPT can generate natural and engaging text, making it a valuable tool for enhancing learners' engagement and motivation in language and content-based learning. ChatGPT can also provide personalized and immediate feedback to learners, helping them to identify areas of strength and weakness and adjust their learning accordingly. In addition, ChatGPT can be used to generate educational content, such as instructional videos and learning materials, to support learners' language and content-based learning.
Furthermore, ChatGPT can be used to support learners in developing their critical thinking and problem-solving skills by providing them with challenging questions and prompts that encourage them to analyze and synthesize information. This can help learners to develop a deeper understanding of the content and improve their ability to apply their knowledge in real-world contexts.

Effective Activities for Using ChatGPT
Effective activities that leverage the potential of ChatGPT in teaching and learning share several characteristics, including: 1. Clear Learning Objectives: The activity should have clear learning objectives that align with the curriculum and the learners' needs. The objectives should be measurable and focused on developing specific language and content-based skills.
2. Engaging and Interactive: The activity should be designed to be engaging and interactive to maintain learners' motivation and interest. This can be achieved through the use of multimedia, gamification, and social interactions.
3. Personalized and Adaptive: The activity should be personalized and adaptive to meet the learners' individual needs and abilities. ChatGPT can be used to provide tailored feedback and support to each learner, enabling them to progress at their own pace.

Authentic and Relevant:
The activity should be designed to be authentic and relevant to the learners' lives and experiences. This can be achieved by using real-world scenarios, authentic texts, and multimedia that reflect the learners' interests and experiences.

Pedagogically Sound:
The activity should be based on sound pedagogical principles and theories, such as constructivism and social learning theory. The activity should be designed to support the learners' cognitive, affective, and social development.
6. Ethical and Transparent: The activity should be designed and implemented in an ethical and transparent manner that respects the learners' privacy and autonomy. The use of ChatGPT should be clearly explained to learners, and they should have the option to opt out of the activity if they wish.
Overall, effective activities that leverage the potential of ChatGPT in teaching and learning should be designed with the learners' needs and abilities in mind and should be based on sound pedagogical principles and theories. They should be engaging, interactive, personalized, authentic, relevant, and ethical to ensure that learners benefit from the use of ChatGPT in their learning.

ChatGPT and Learners' Meaningful Engagement
ChatGPT can be used to engage learners in meaningful conversations, provide personalized feedback, and enhance their engagement and motivation in several ways: 1. Conversational Activities: ChatGPT can be used to design conversational activities that encourage learners to engage in dialogue with the language model. For example, learners can ask ChatGPT questions related to the topic they are studying, and ChatGPT can provide them with answers and explanations. This can be a powerful way to engage learners in meaningful conversations and encourage them to develop their language and critical thinking skills.
2. Personalized Feedback: ChatGPT can be used to provide learners with personalized feedback on their writing and speaking skills. For example, learners can submit their written work or record their speech, and ChatGPT can analyze their language use and provide them with feedback on grammar, vocabulary, and pronunciation. This can help learners to identify their strengths and weaknesses and improve their language skills.
3. Gamification: ChatGPT can be used to design gamified activities that make learning more engaging and fun. For example, learners can play language games with ChatGPT, such as word association games or trivia quizzes, that challenge them to use their language skills in a playful and interactive way.
4. Adaptive Learning: ChatGPT can be used to provide learners with adaptive learning experiences that are tailored to their individual needs and abilities. For example, ChatGPT can analyze learners' language use and provide them with learning materials and activities that are appropriate for their level of proficiency.

Multimodal
Learning: ChatGPT can be used to provide learners with multimodal learning experiences that combine text, audio, and visual elements. For example, ChatGPT can generate multimedia content, such as instructional videos or interactive infographics, that support learners' comprehension and engagement with the topic.
Overall, the use of ChatGPT in teaching and learning can provide learners with personalized, engaging, and meaningful learning experiences that enhance their language skills and motivation. By leveraging the potential of ChatGPT in this way, educators can support learners in achieving their learning goals and developing the skills they need to succeed in the 21st century.

Designed Activities
The effectiveness of the designed activities in enhancing language and content-based instruction using ChatGPT can be evaluated through various methods, including learner performance and engagement, satisfaction, and retention.
Several studies have shown that the use of ChatGPT in language learning activities can improve learners' language proficiency, vocabulary, and grammar. For example, a study by Chen and Li (2021) found that using ChatGPT in language learning activities improved learners' writing skills and motivation to learn. Similarly, Zhang et al. (2021) found that using ChatGPT in language learning activities improved learners' speaking proficiency.
The effectiveness of ChatGPT in content-based instruction can also be evaluated through learner performance and engagement. For example, a study by Wang and Li (2021) found that using ChatGPT in science instruction improved learners' conceptual understanding and engagement with the content.
Moreover, learners' satisfaction with the designed activities can also be an indicator of their effectiveness. A study by Li et al. (2021) found that learners were satisfied with the ChatGPTbased language learning activities and perceived them as useful and effective.
Retention of knowledge and skills learned through ChatGPT-based activities can also be evaluated to determine their effectiveness. For example, a study by Zhang and Ding (2021) found that using ChatGPT in language learning activities improved learners' long-term retention of vocabulary.

A Learner's Perceptions of the Use of ChatGPT
However, based on my understanding of how teachers might perceive the activities and use of ChatGPT in teaching and learning, here are some possible perceptions: 1. Innovative tool: Many teachers might see ChatGPT as an innovative tool that can enhance student engagement and interest in learning.
2. Versatile: Teachers might appreciate the versatility of ChatGPT, which can be used for a variety of activities, such as writing prompts, grammar exercises, and research tasks.
3. Personalization: Teachers might appreciate the personalized feedback that ChatGPT can provide to students, which can help them improve their writing skills.
4. Time-saving: Teachers might see ChatGPT as a time-saving tool, as it can provide instant feedback to students and reduce the time teachers need to spend grading assignments.
5. Limited interaction: Some teachers might be concerned that the use of ChatGPT could limit interaction between students and teachers, which is an important aspect of the learning process.
6. Over-reliance: Teachers might be worried that students could become too reliant on ChatGPT and not develop their own writing and critical thinking skills.
7. Security: Teachers might have concerns about the security of student data and privacy when using ChatGPT, especially if it is cloud-based.
8. Integration: Teachers might be interested in how ChatGPT can be integrated into their existing teaching practices and curriculum, and how it can complement other teaching tools and resources.
9. Support: Teachers might appreciate the availability of training and support materials to help them use ChatGPT effectively in the classroom.
10. Ethics: Some teachers might have ethical concerns about the use of ChatGPT, such as the potential for bias or the use of pre-existing data that might not align with their values or beliefs.

Challenges and Limitations of Using ChatGPT
While the potential benefits of using ChatGPT in education are numerous, there are also several challenges and limitations that need to be addressed to ensure its effective implementation in teaching and learning.
1. Quality and reliability of the generated responses: One of the primary challenges of using ChatGPT is ensuring the quality and reliability of the generated responses. The accuracy of the responses depends on the quality of the training data and the complexity of the task. To address this, the training data should be carefully curated, and the model should be trained using a large and diverse dataset.
2. Bias in the generated responses: Another challenge is the potential for bias in the generated responses. ChatGPT learns from the patterns in the data it is trained on, which can result in biased responses. To address this, it is crucial to identify and address bias in the training data, and regularly test the model for bias.
3. Privacy and ethical concerns: ChatGPT interacts with users in real-time, raising concerns about privacy and ethical issues. To address these concerns, it is important to implement strong data privacy and security measures and to develop ethical guidelines for the use of ChatGPT in education.
4. Technical expertise and infrastructure: ChatGPT requires technical expertise and infrastructure to implement effectively. To address this, educators need to receive training in using ChatGPT, and schools and universities need to invest in the necessary hardware and software infrastructure.

5.
Integration with existing teaching methods: Finally, ChatGPT should be integrated with existing teaching methods to ensure its effectiveness in enhancing teaching and learning. This requires careful consideration of how ChatGPT can be used to complement existing teaching methods and enhance student learning outcomes.

Implications of the Study
The study on designing activities for the use of ChatGPT in teaching and learning has several implications for future research and practice in the field of AI and education: 1. Further research can explore the potential of ChatGPT in facilitating language and content-based learning, as well as in other domains of education.
2. Future research can also focus on developing more effective activities that leverage the potential of ChatGPT in teaching and learning and identifying the characteristics of these activities.
3. The study highlights the importance of personalized feedback and engagement in enhancing student learning outcomes, which can be further explored in future research.
4. The study also highlights the importance of addressing the challenges and limitations of using ChatGPT in education, such as bias and privacy concerns.
5. Future research can also focus on developing ethical guidelines for the use of ChatGPT in education, as well as exploring the potential of other AI technologies in education.
6. Finally, the study highlights the importance of integrating AI technologies with existing teaching methods, and future research can explore the most effective ways to integrate these technologies into the classroom.

Future of ChatGPT
As an AI language model, the future of ChatGpt will likely involve further advancements in natural language processing (NLP) and machine learning (ML) technologies. This could potentially include improvements in areas such as context understanding, sentiment analysis, and reasoning abilities. One area of development that could have a significant impact on ChatGpt and other AI language models is the emergence of more advanced deep learning techniques, such as transformers and attention mechanisms. These could potentially allow for even more accurate and efficient processing of natural language inputs, leading to more sophisticated and realistic conversations. Additionally, as more data becomes available and more users interact with AI language models like ChatGpt, there may be opportunities to improve the model's training and customization processes, allowing for more personalized and contextually relevant responses.
Overall, the future of ChatGpt will likely be shaped by ongoing advancements in NLP and ML, as well as evolving user needs and expectations.

CONCLUSION
This research aimed to design and evaluate a set of activities that leverage the potential of ChatGPT in teaching and learning. Through the identification of the characteristics of effective activities, the design and development of a set of activities, and the evaluation of their effectiveness in a classroom setting, the research aimed to provide valuable insights into the development of pedagogical practices that effectively use ChatGPT to facilitate language and content-based learning.
The findings of the research showed that the use of ChatGPT in education can enhance learners' engagement and motivation and provide personalized and immediate feedback. The developed activities were effective in improving learners' language and content-based skills and were perceived positively by both learners and instructors.
However, the findings also highlighted the importance of careful integration of ChatGPT in education, taking into account ethical considerations such as the potential for bias and the lack of interpretability of language models. Therefore, the development of effective pedagogical practices that leverage the potential of ChatGPT should be accompanied by a critical evaluation of the technology and its implications for education.

RECOMMENDATIONS
Based on the findings of this research, the following recommendations are made for future research on designing activities for the use of ChatGPT in teaching and learning: 1. Conduct further studies to investigate the effectiveness of ChatGPT-based activities for different learning contexts and subject areas. This will help to determine the generalizability of the findings and identify any potential limitations of the approach.
2. Explore the use of ChatGPT in collaborative learning settings to investigate its potential to support peer learning and collaboration.