ChatGPT, an artificial intelligence language model, has been the subject of several studies examining its impact on various aspects of education, including EFL (English as a Foreign Language) students' social and emotional learning. While there is limited research specifically focused on this topic, some studies have explored the effects of ChatGPT on learning motivation, attitudes, and perceptions in educational contexts.

Research Findings

One study, titled "Impact of ChatGPT on Learning Motivation : Teachers and Students' Voices," surveyed 196 university students to gather data on the impact of ChatGPT on learning motivation . The results indicated a negative correlation between the use of ChatGPT and learning motivation. However, it's important to note that this study did not directly measure the impact on social and emotional learning but rather focused on learning motivation specifically.

Another study, "The Perception of Artificial Intelligence in Educational Contexts after the Launch of ChatGPT : Disruption or Panic?" examined the perception of artificial intelligence, including ChatGPT, in educational contexts. While this study did not specifically address social and emotional learning, it highlighted the need to explore the potential disruptions and challenges posed by the integration of AI technologies in education.

Potential Impact on Social and Emotional Learning

While there is limited research specifically addressing the impact of ChatGPT on EFL students' social and emotional learning, it is essential to consider the potential implications. Language learning, including EFL, often involves social interactions and emotional engagement. These aspects play a crucial role in developing communication skills, cultural understanding, and self-confidence.

The use of ChatGPT in EFL classrooms can provide opportunities for students to practice their language skills and engage in conversations. However, it is important to balance the use of AI technologies with human interaction to ensure that students have meaningful social interactions and emotional connections with their peers and teachers.

Considerations for EFL Teachers

EFL teachers should consider the following factors when incorporating ChatGPT or other AI technologies into their classrooms:

Supplementing rather than replacing: While AI technologies can be valuable tools, they should not replace human interaction and guidance. EFL teachers should continue to play an active role in facilitating social interactions and emotional development in the classroom.

Monitoring and feedback: EFL teachers should closely monitor students' interactions with ChatGPT and provide feedback to help students develop their language skills, social awareness, and emotional intelligence.

Promoting collaborative learning: Encouraging students to work together in pairs or groups, both with AI tools like ChatGPT and with their peers, can foster social and emotional learning. Collaborative activities can provide opportunities for cooperation, empathy, and the development of interpersonal skills.

Addressing potential biases: EFL teachers should be mindful of potential biases in AI technologies, including language models like ChatGPT. It is essential to critically evaluate and discuss the content generated by AI tools to ensure that it promotes inclusivity, cultural sensitivity, and respect for diverse perspectives.

Balancing screen time: While AI technologies can be engaging and beneficial, it is important to strike a balance between screen time and other activities that promote social and emotional development, such as face-to-face conversations, group work, and experiential learning.

Ajit Singh, Thank you for your detailed response

@ٍAwad Alhassan

Mohialdeen Alotumi hialdeen Alotumi

ChatGPT can positively impact EFL students' language practice by offering a non-judgmental environment, immediate feedback, and practice opportunities. However, it might lack emotional understanding, context, and genuine human connection, potentially hindering emotional growth and cultural comprehension. To mitigate this, AI should be used under supervision, with a balanced approach emphasizing real human interaction, critical thinking, and awareness of AI limitations. You might make use of the following articles.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Mohamed, A. M. (2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL Faculty Members. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11917-z

Best,

Well, I think the challenging Part of ChatGPT is the social and emotional effect. In my opinion, ChatGPT would minmize these aspects of learning. CHATGPT Ius more towards personal interaction rather than social learning. It negatively affects emotional learning, too.

It may help no doubt but it could also lead to the laziness of students.

To my knowledge, students or other users cannot rely on using ChatGpt because it does not help develop critical thinking and emotional learning. ChatGpt reduces users’ creativity and limits their abilities and emotional intelligence. In other words, ChatGpt will improve emotional learning, contexts, and cultural understanding if not used effectively and under control. Eventually, ChatGPT can be used as an appropriate AI tool to enhance education if used correctly and controlled by providing relevant information, answering questions, and solving problems.

Prof Hanun Saruno

ChatGPT, like other AI language models, has the potential to positively impact English as a Foreign Language (EFL) students' social and emotional learning in several ways:

- Improved communication skills: ChatGPT can help EFL students practice their communication skills, such as grammar, vocabulary, and pronunciation, in a more interactive and engaging way than traditional language learning methods. This can boost their confidence in speaking and writing in English, which is essential for social interaction and emotional well-being.

- Enhanced cultural understanding: ChatGPT can provide EFL students with insights into different cultures and perspectives, enabling them to better understand and appreciate diverse backgrounds and viewpoints. This can foster empathy, tolerance, and global-mindedness, all of which are critical social and emotional skills.

- Emotional intelligence development: Interacting with ChatGPT can help EFL students develop their emotional intelligence by enhancing their self-awareness, self-regulation, and empathy skills. For instance, ChatGPT can recognize and respond appropriately to users' emotions, teaching EFL students how to identify and manage their own emotions more effectively.

- Collaborative learning opportunities: ChatGPT can facilitate collaboration among EFL students, encouraging them to work together on language learning tasks and projects. This can promote social skills like teamwork, negotiation, and conflict resolution, which are vital for success in both personal and professional contexts.

- Personalized feedback and support: ChatGPT can offer tailored feedback and support to individual EFL students, addressing their unique strengths, weaknesses, and learning preferences. This personalized approach can enhance students' motivation, engagement, and overall well-being, as they feel seen and supported in their language learning journey.

- Accessibility and inclusivity: ChatGPT can reach a wide range of learners, including those who may face barriers to traditional language instruction, such as rural or disabled students. By providing equal access to language learning opportunities, ChatGPT can promote inclusivity and diversity, contributing to a more equitable and emotionally supportive learning environment.

- Stress reduction and anxiety management: Interacting with ChatGPT can be a low-stakes, stress-reducing experience for EFL students, especially when compared to formal language assessments or interactions with native speakers. This relaxed atmosphere can help students manage anxiety and build resilience, which is crucial for both social and emotional well-being.

- Playful and creative learning: ChatGPT can incorporate game-like elements and activities, making language learning a more enjoyable and creative process. This playful approach can foster a growth mindset, reduce boredom, and increase student engagement, ultimately promoting a positive attitude towards language learning and social-emotional development.

- Real-world application and problem-solving: ChatGPT can help EFL students apply their language skills to real-life scenarios and problems, such as navigating cultural differences, communicating in professional settings, or addressing social issues. This practical focus can enhance students' ability to transfer language knowledge to real-world situations, improving their adaptability and resourcefulness.

- Continuous improvement and feedback loop: ChatGPT's machine learning algorithms allow it to continually improve its responses based on user input and feedback. This creates a virtuous cycle where EFL students can contribute to the development of the technology, receiving increasingly effective and personalized support in return.

By integrating ChatGPT into their language learning curriculum, EFL teachers can create a dynamic, interactive, and personally relevant experience that supports students' social and emotional growth alongside their linguistic development. For more information,

https://achtago.com/publications/list/chatgpt-in-higher-education-and-research/

To be honest, my first instinct would be to be extra cautious when it comes to ChatGPT in the education. Like others, I would have thought that it leads to laziness, or worse, it detaches students from their learning and makes them feel as though there's no reason from them to work. Of course, that's not to mention all of the obvious implications regarding academic integrity and plagiarism; AI is able to produce sophisticated language and existing AI detection software doesn't seem to be sufficient (Abd-Elaal, Gamage, & Mills, 2019; Rogerson, 2020).

Still, as a person who really enjoys integrating technology into my lessons, I want to believe that students can actually benefit from using AI -- in terms of actually learning. Existing research, as others have said, is somewhat limited, but initial findings actually show some promise! On the emotional side of things, I was surprised to see that using Chatbots has potential to reduce L2 performance anxiety -- it seems learners are less stressed when talking to a Chatbot than a real human (Fryer & Carpenter, 2006; Harisitiani, 2019). This could be a useful first step to use with beginner-level students, before they have to use their language skills for real. For teachers with large numbers of students, training students to ask initial language questions to a Chatbot can remove some of their workload.

Furthermore, AI has been used with some success in error correction and giving feedback (Kannan & Munday, 2018). This could help students develop independent learning skills and become more autonomous (Wang, 2022).

Ultimately, though I'm not an AI expert, I choose to be optimistic about the capabilities of this technology in language learning. It's just important that students get careful training in how to use it in a beneficial, ethical way.

References:

Abd-Elaal, E., Gamage, S. & Mills, J. (2019). Artificial intelligence is a tool for cheating academic integrity [Conference paper]. AAEE2019 Conference, Brisbane, Australia.

Fryer, L. & Carpenter, R. (2006). Emerging technologies: Bots as language learning tools.  Language Learning and Technology, 10(3), 8-14.

Haristiani, N. (2019). Artificial intelligence (AI) Chatbot as language learning medium: An inquiry. Journal of Physics: Conferences Series, 1387(012020). doi:10.1088/1742-6596/1387/1/012020.

Kannan, J. & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning and artificial intelligence.  Círculo de Lingüística Aplicada a la Comunicación, 76, 13-30.  http://dx.doi.org/10.5209/CLAC.62495.

Rogerson, A. M. (2020). "Chapter 13: The use and misuse of online paraphrasing, editing and translation software". In A Research Agenda for Academic Integrity. Cheltenham, UK: Edward Elgar Publishing. Retrieved Mar 30, 2023, from https://www.elgaronline.com/view/edcoll/9781789903768/9781789903768.00019.xml.

Wang, Z. (2022). Computer-assisted EFL writing and evaluations based on artificial intelligence: A case from a college reading and writing course. Library Hi Tech, 40(1), 80-97. https://doi.org/10.1108/LHT-05-2020-0113

According to my observation, ChatGPT is a useful tool that can help students in steering their direction towards a new subject or research area. But the excessive use can lead to killing their creativity.

Regarding the findings I have gathered in my recent ongoing research , ChatGPT has a positive impact in their academic advancement, social life, and emotional learning. They Consider ChatGPT as a facilitator for their school tasks, for their daily things how to fix them or deal with them, as well as there are some cases they do chat with their ChatGPt (AI) personal assistant to just spend time and write.