chatgpt
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- PaperComputers & Education24 Jun 2026
Color me confounded: A critical analysis of media comparisons on ChatGPT in education
Alyssa P. Lawson, Amédee Marchand Martella, Joshua Weidlich, Miriam Mulders et al.
A critical analysis examines how media comparisons of ChatGPT in education often lead to confusion and misrepresentation of the tool's capabilities.
- PaperAssessing Writing23 Jun 2026
“Investigating the impact of ChatGPT-assisted self-assessment on college students’ writing development: Insights from diverse linguistic backgrounds”
Hamidreza Moeiniasl
Examined how ChatGPT-assisted self-assessment affects college students' writing development, with a focus on learners from diverse linguistic backgrounds.
- PaperReCALL5 May 2026
Involving AI in the development of intercultural competence: Exploring the role of ChatGPT in fostering cognitive flexibility
Isabelle Drewelow
This study investigates whether interacting with ChatGPT supports perspective shifting and cognitive flexibility in a university-level LSP French course. Analysis of student interviews reveals that while concerns about AI content legitimacy existed, the tool enabled some students to adopt emic stances and reflect on interpretive limits. Prompt literacy emerged as crucial for fostering dynamic partnerships with ChatGPT for intercultural competence development.
Original abstract
This study investigates whether and how interacting with ChatGPT may offer a context that supports perspective shifting and the development of cognitive flexibility, defined as the capacity to move between etic (outsider) and emic (insider) perspectives. Drawing on individual interviews with students enrolled in an advanced university-level Language for Specific Purposes (LSP) French course focused on marketing and advertising in France, this qualitative study examines students’ perspectives on their experiences using ChatGPT to conduct market research on French consumer needs and preferences. The analysis reveals that while students expressed concerns about the legitimacy, authenticity, and cultural positioning of AI-generated content, the interactive and conversational nature of the tool enabled some students to experiment with culturally unfamiliar roles, adopt emerging emic stances, and reflect on the limits of their interpretive frameworks. However, co-creative engagement or shared agency with ChatGPT was not automatic and depended on prompt design, tolerance for ambiguity, and the negotiation of subjective positioning. Rather than facilitating perspective transformation, ChatGPT-supported interactions appeared to foster more modest but meaningful shifts in interpretive positioning and dialectical thinking. The study points to prompt literacy as crucial for fostering more dynamic partnerships with ChatGPT and enabling students to explore alternative perspectives and roles in ways that support the development of intercultural competence in the L2 classroom.