Presentation

Empowering Language Learners and Teachers with ChatGPT: Innovative Approaches to Pronunciation and Skill Development

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Abstract

In the AI-driven landscape of language education, ChatGPT, the "fastest-growing internet service ever" (Heaven, 2023), stands as a transformative tool, enabling educators to tailor instructional materials to diverse proficiency levels, from beginning to advanced learners. By aligning with frameworks like the CEFR (Council of Europe, 2020), ChatGPT facilitates the creation of personalized reading texts, interactive activities, and assessments. It offers learners personalized practice (Qadir, 2023), immediate feedback, and an extensive resource pool, enhancing learner autonomy and competency across a range of language skills (Huang et al., 2023) through oral and written exercises, role-play, vocabulary drills, and auditory materials. ChatGPT offers an immersive and interactive learning experience (Xing, 2023), enhancing learners' language skills, particularly in speaking and listening. This paper focuses on using ChatGPT to create materials specifically designed to enhance pronunciation instruction at various CEFR proficiency levels. It addresses the challenges of teaching less commonly taught languages, such as Arabic, by generating tailored content that supports learners in mastering complex phonetic structures and improving spoken language skills. While Arabic is the focus here, these techniques are adaptable to other less commonly taught languages, highlighting ChatGPT's potential to revolutionize global language education.

Keywords: ChatGPT, language teaching, language learning, artificial intelligence (AI), Arabic, pronunciation, prompt engineering

How to Cite:

Ahmed, S., & Lima, E. (2025). Empowering language learners and teachers with ChatGPT: Innovative approaches to pronunciation and skill development. 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. 1-15). Iowa State University, September 2024. https://doi.org/10.31274/psllt.18689