Workshops

Technology Innovation: Using ChatGPT to Elevate Pronunciation Pedagogy with the CTPSC Prompting Framework

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Abstract

In this four-hour hands-on workshop, participants explored the potential of ChatGPT in pronunciation instruction and learning. ChatGPT, a generative AI model by OpenAI, has been a groundbreaking development in technology. Pre-trained on extensive text data, this tool demonstrates impressive natural language understanding, solving complex issues and advancing generative AI technology. Facilitators with over two decades of experience in technology-assisted pronunciation guided participants through hands-on exploration, practical sandbox experimentation, and resource creation attuned to their teaching needs for language learning. Participants uncovered effective strategies to streamline prep work, enhance spoken language activities, and master prompt engineering using Lima and Wallace's (2024b) CTPSC Prompting Framework (Context, Task, Purpose, Sample, Clarification), applicable to teaching any language. The workshop addressed ChatGPT's versatility in face-to-face and remote learning environments, catering to learners of English and other languages. Survey responses after the workshop show that both beginning and experienced users reported an increase in their proficiency and comfort with ChatGPT, creating practical resources and discovering how to integrate it into their teaching toolkits. They learned to infuse ease into instruction and empower learners to speak with clarity and confidence. This paper details the prompting framework and survey responses from workshop attendees.

Keywords: Language learning, pronunciation instruction, AI, ChatGPT, prompt engineering framework

How to Cite:

Wallace, L., & Lima, E. (2025). Technology innovation: Using ChatGPT to elevate pronunciation pedagogy with the CTPSC prompting framework. In J. M. Levis, M. Duris, S. Sonsaat-Hegelheimer, & I. Na (Eds.), Proceedings of the 15th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-13). Iowa State University, September 2024. https://doi.org/10.31274/psllt.18671