Journal Article

Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT

Bonk, Curtis J., Li, Belle, Kou, Xiaojing

2023

Overview

Since late 2022, dozens of YouTube channels focusing on a diverse array of topics related to language learning with generative AI tools such as ChatGPT have rapidly emerged. This study explores the implementations and perspectives of YouTube content creators who now constitute an increasingly important segment of the ecosystem of language teaching and learning. A mixed methods netnographic approach was employed, combining qualitative and quantitative techniques. A total of 140 videos were identified and analyzed, and an in-depth content analysis was conducted to uncover underlying themes. Four main categories of creators were identified: educators, learners, technology professionals, and e-learning providers. Educators, especially English and Japanese teachers, were the majority, followed by learners and technology field professionals. This study highlights the benefits, drawbacks, and concerns associated with the integration of AI tools in language learning. By examining this rapidly evolving phenomenon, the study contributes towards an understanding of the role and impact of generative AI tools in language education.

• Publisher: MDPI AG
• Subject: Analysis / Artificial intelligence / CAI / Chatbots / ChatGPT / Computer assisted instruction / Computer assisted language learning / Content analysis / Content creation / Distance learning / Education / English as a second language / Ethnography / Human-computer interaction / Internet / Japanese as a second language / Language / Language acquisition / language education / Language instruction / Learning / Linguistic research / Mass media / Netnography / Professionals / Second language instruction / Social media / Teachers / Teaching / Teaching methods / Technology / Trends / YouTube content creation