ChatGPT’s Perspectives on Its Role as a Language and Cultural Partner: Enhancing English Language Acquisition and Intercultural Competence
Keywords:
Generative artificial intelligence, ChatGPT, language learning, intercultural competence, thing ethnography, bioecological modelAbstract
The growing use of generative artificial intelligence (AI) in language learning and intercultural education has attracted increasing scholarly attention, yet existing research has largely focused on learner outcomes, user perceptions, and institutional responses. Comparatively little attention has been paid to how generative AI systems themselves conceptualise and articulate their educational role. Addressing this gap, this study examines ChatGPT’s self-representation as a form of educational discourse, treating the system as an object of qualitative inquiry rather than as a tool or human-like agent. Guided by thing ethnography, the study analyses ChatGPT’s responses to structured interview-style prompts related to language learning, intercultural competence, ethics, contextual constraints, and future roles. Data were analysed using thematic analysis and interpreted through Bronfenbrenner’s bioecological (PPCT) framework. The findings indicate that ChatGPT consistently positions itself as a supportive but non-authoritative resource, emphasising adaptability while foregrounding ethical limitations, contextual dependence, and the continued centrality of human agency in AI-mediated education.
References
Ajami RA, Karimi HA (2023) Artificial intelligence: opportunities and challenges. J Asia-Pac Bus 24:73–75
Akgun S, Greenhow C (2022) Artificial intelligence in education: addressing ethical challenges in K–12 settings. AI Ethics 2:431–440
Al-Smadi M (2023) ChatGPT and beyond: the generative AI revolution in education. arXiv [doi: 10.48550/arxiv.2311.15198]
Arif EM, Sarwo S, Soderi A, Rohman A, Fauzan TR (2023) The role of ChatGPT in improving cross-cultural team management performance. Jurnal Minfo Polgan 12:1464–1472
Braun V, Clarke V (2006) Using thematic analysis in psychology. Qual Res Psychol 3:77–101
Cao Y, Zhou L, Lee S, Cabello L, Chen M, Hershcovich D (2023) Assessing cross-cultural alignment between ChatGPT and human societies: an empirical study. arXiv [doi: 10.48550/arxiv.2303.17466]
Chan CKY (2023) Is AI changing the rules of academic misconduct? an in-depth look at students’ perceptions of AI-giarism. arXiv [doi: 10.48550/arxiv.2306.03358]
Chiu TKF (2023) The impact of generative AI on practices, policies and research directions in education: a case of ChatGPT and Midjourney. Interact Learn Environ [doi: 10.1080/10494820.2023.2253861]
Choi W, Zhang Y, Stvilia B (2023) Exploring applications and user experience with generative AI tools: a content analysis of Reddit posts on ChatGPT. Proc Assoc Inf Sci Technol 60:543–546
Cohen SA, Prayag G, Moital M (2014) Consumer behaviour in tourism: concepts, influences and opportunities. Curr Issues Tour 17:872–909
Douali L, Selmaoui S, Bouab W (2022) Artificial intelligence in education: fears and faiths. Int J Inf Educ Technol 12:650–657
Ferrara E (2023) Fairness and bias in artificial intelligence: a brief survey of sources, impacts and mitigation strategies. arXiv [doi: 10.48550/arxiv.2304]
Fontenelle-Tereshchuk D (2024) Academic writing and ChatGPT: students transitioning into college in the shadow of the COVID-19 pandemic. Teach High Educ 29
Giaccardi E, Cila N, Speed C, Caldwell M (2016) Thing ethnography: doing design research with non-humans. Proc ACM Conf Des Interact Syst 2016:377–387
Giaccardi E, Speed C, Cila N, Caldwell ML (2020) Things as co-ethnographers: implications of a thing perspective for design and anthropology. In: Smith RC et al (eds) Design anthropological futures. Routledge, London, pp 235–248
Gill SS, Xu M, Patros P et al (2023) Transformative effects of ChatGPT on modern education: emerging era of AI chatbots. arXiv [doi: 10.48550/arxiv.2306]
Jia F, Sun D, Ma Q, Looi CK (2022) Developing an AI-based learning system for L2 learners’ authentic and ubiquitous learning in English language. Sustainability 14:15527
Kamalov F, Gurrib I (2023) New era of artificial intelligence in education: towards a sustainable multifaceted revolution. arXiv [doi: 10.48550/arxiv.2305]
Liang J, Wang L, Luo J, Yan Y, Fan C (2023) The relationship between student interaction with generative artificial intelligence and learning achievement: serial mediating roles of self-efficacy and cognitive engagement. Front Psychol 14 [doi: 10.3389/fpsyg.2023.1285392]
Liu Z (2003) Sustainable tourism development: a critique. J Sustain Tour 11:459–475
Mello RF, Freitas ELSX, Pereira FD et al (2023) Education in the age of generative AI: context and recent developments. arXiv [doi: 10.48550/arxiv.2309]
Michel-Villarreal R, Vilalta-Perdomo EL, Salinas-Navarro DE et al (2023) Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Educ Sci 13:856
Mohammadkarimi E (2023) Teachers’ reflections on academic dishonesty in EFL students’ writing in the era of artificial intelligence. J Appl Linguist Lang Teach 6
Resnick M (2024) Generative AI and creative learning: concerns, opportunities and choices. [doi: 10.21428/e4baedd9.cf3e35e5]
Salinas-Navarro DE, Vilalta-Perdomo EL, Michel-Villarreal R, Montesinos L (2024) Using generative artificial intelligence tools to explain and enhance experiential learning for authentic assessment. Educ Sci 14:83
Salo-Pöntinen H (2021) AI ethics: critical reflections on embedding ethical frameworks in AI technology. In: Rauterberg M (ed) Culture and computing. Springer, Cham, pp 311–329
Slamet J (2024) Potential of ChatGPT as a digital language learning assistant: EFL teachers’ and students’ perceptions. Lang Learn Technol 4
Tan X (2023) The impact of ChatGPT on education and future prospects. Humanit Soc Sci Educ 61:138–143
Yang SJH, Ogata H, Matsui T, Chen NS (2021) Human-centered artificial intelligence in education: seeing the invisible through the visible. Comput Educ Artif Intell 2:100008
Zastudil C, Rogalska M, Kapp C, Vaughn J, MacNeil S (2023) Generative AI in computing education: perspectives of students and instructors. arXiv [doi: 10.48550/arxiv.2308]
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ramkhamhaeng International Journal of Science and Technology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice: a copyright on any article in the published journal is retained by the Ramkhamhaeng International Journal of Science and Technology. Readers or Users grant the right to use of the Article contained in the Content in accordance with the Creative Commons CC BY-NC-ND license and the Data contained in the Content in accordance with the Creative Commons CC BY-NC-ND.
