Perception of masters in electrical engineering of using ChatGPT in ESP learning

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dc.contributor.authorSpivachuk, Valentyna
dc.contributor.authorChaikovska, Olha
dc.contributor.authorZavadska, Iryna
dc.contributor.authorBodnar, Alla
dc.date.accessioned2025-03-13T10:37:21Z
dc.date.available2025-03-13T10:37:21Z
dc.date.issued2024-05
dc.descriptionCreation of large language models, such as ChatGPT has led a real revolution in education, foreign language in particular. After all, this language model is capable of performing many functions, starting with vocabulary expansion, grammar guidance and feedback, conversation simulator, and generator of new ideas. With a growing demand for engineers who possess both linguistic proficiency and technical expertise, the integration of artificial intelligence (AI) tools in the ESP (English for Special Purposes) classroom is essential for preparing students with the necessary skills for success in today’s rapidly evolving global economy. As a student pursuing Master in Electrical Engineering, the utilization of AI technologies in the ESP classroom not only enhances language learning outcomes but also provides valuable real-world experience in utilizing cutting-edge technologies for academic and professional purposes. The literature has found that the implications of ChatGPT for ESP learning should be thoroughly investigated, especially in the context of teachers’ and students’ perceptions, the impact on teaching and learning outcomes, and overcoming the difficulties associated with implementation. Only in this way, it will be possible to use the time to the benefit of the educational process. Conclusions 1. Experimental research on the introduction of new technologies in the educational process, artificial intelligence in particular, should be preceded by training of teachers. They need to be informed about the advantages and disadvantages of the technology, know the strategies for its implementation, and thoroughly plan and develop AI-based activities. Proper implementation of ChatGPT will support Masters’ in Electrical Engineering ESP learning. 2. The research presented in this paper suggests that continuity is necessary for the experiment to be carried out. To integrate more powerful technologies such as artificial intelligence, students must have experience in using online simulators to learn new vocabulary and algorithms for working with podcasts. Then using AI tools for learning will be appropriate. 3. Research shows that it is quite possible to change students’ priorities through the correct implementation of new teaching methods. So, after the experiment, students reduced the passive usage of ChatGPT only as a translator and search engine. They shifted their priorities to active usage of chat as a language mentor to help improve language practice and a simulator for creating technical writing samples. 4. The results of our survey confirm that according to students’ points of view thoroughly planned implementation of ChatGPT in ESP teaching by experienced foreign language instructors will help to improve communication skills, learn new vocabulary and motivate to learn the language in self-study mode.
dc.description.abstractAn essential challenge in ESP learning is the wide variety of skills that must be developed, which range from understanding technical terms, comprehending profession-based texts and writing engineering reports and proposals to the ability to express opinions and technical concepts, give presentations, participate in projects and present research findings. The lack of academic hours for ESP learning in the Masters in Engineering curriculum indicates the need for strategies that assist effective communication in professional contexts and motivation for further ESP self-study. This paper aims to investigate how first-year Masters in Electrical Engineering at the Technical Ukrainian University perceive the use of artificial intelligence (AI) in ESP learning. The research was conducted with a participant group of 48 students from the Department of Engineering and Technology. We designed pre- and post-surveys to measure students’ attitudes towards utilizing ChatGPT in ESP learning. The participants completed the surveys at the beginning and completion of a semester ESP course. We used Excel for graphical data analysis. The findings demonstrate that almost half of the respondents had not used ChatGPT in their previous learning. Those students who had used ChatGPT in previous studies implemented this tool as a generator of relevant information, a translator and a vocabulary acquisition platform. Post-survey results indicate that the students revealed the potential of ChatGPT as a conversational partner, technical writing support, a language feedback tool and as an individual ESP tutor. The respondents believe that a language learning system based on ChatGPT can serve to improve further ESP self-study.
dc.identifier.citationOlha Chaikovska, Alla Bodnar, Valentyna Spivachuk, Iryna Zavadska Perception of masters in electrical engineering of using ChatGPT in ESP learning // 23rd International Scientific Conference "Engineering for Rural Development" 22-24.05.2024. Jelgava, LATVIA : Latvian Academy of Agricultural and Forestry Sciences, Unit of Engineering Sciences, 2024 P. 1114-1119.
dc.identifier.issn1691-5976
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/18187
dc.language.isoen
dc.publisherLatvian Academy of Agricultural and Forestry Sciences, Unit of Engineering Sciences
dc.subjectChatGPT
dc.subjectMasters in Electrical Engineering
dc.subjectconversational partner
dc.subjecttechnical writing support
dc.subjectlanguage feedback
dc.titlePerception of masters in electrical engineering of using ChatGPT in ESP learning
dc.typeСтаття
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