Vygotsky’s model of the Zone of Proximal Development postulates that there are three kinds of tasks that our environment demands from us as we venture through the world: (1) first, there are tasks that we can accomplish individually, (2) secondly, there are tasks that we cannot accomplish alone; and (3) third, we have tasks that we can only accomplish through interaction with a parent, a peer, or a teacher, who guides us through it. According to Vygotsky, task environments (1) and (2) do not provide learning opportunities. They just simply represent tasks we either can do or cannot do. Learning only happens in the third scenario. In this constellation, an individual finds themself in an environment in which they encounter a task that is too difficult to accomplish alone. It is not completely impossible to accomplish the task, but the tasks need to be tackled by the individual collaboratively through interaction with a parent, a teacher, or a peer. In this environment, which is the Zone of Proximal Development, the individual receives guidance and grows through interaction with an expert. This interaction is what Vygotsky calls scaffolding. Vygotsky famously stated, “What a child can do in cooperation today, he can do alone tomorrow” (Vygotsky, 1962: 104). 

Can generative AI offer scaffolding and engage a learner in the Zone of Proximal Development? Yes, we believe generative AI can do that! And not only do we believe that this is possible in carefully designed learning environments, but we go further and argue that the creation of a scaffolding relationship in the Zone of Proximal Development should be the principal objective in any situation where students are asked to use technology in language education. If this goal is not on our mind as teachers, we miss an opportunity and risk using new technologies in novelty-driven ways, merely for the sake of using them. 

As is shown on the landing page of ChatGPT, it “interacts in a conversational way” and can “answer follow up questions.” This means that learners can engage in conversational interactions which elicit negotiations for meaning. Additionally, it can provide immediate feedback, drawing learners’ attention to their errors and gaps in their language knowledge and skills. For instance, when prompted to provide corrective feedback on a bi-sentence (a Chinese sentence construction), ChatGPT shows the meaning conveyed by sentences with bi, its format, a key point to consider, the problem with the provided sentence, and suggests the correct sentence. After a correct sentence is inputted, ChatGPT confirms that it is grammatically correct, provides a translation, and analyzes the sentence based on the format provided earlier. Additionally, ChatGPT gives the feedback “Good job! Keep practicing!” to encourage the user! ChatGPT can modify the difficulty level of the materials to make them comprehensible for language learners. These benefits align well with key concepts of influential theories about how people learn additional languages, such as the comprehensible input hypothesis (acquisition happens when being exposed to input just one step beyond leaners’ current language level), the comprehensible output hypothesis (producing language is necessary for success in second language acquisition),  and so on.

Generative AI offers significant opportunities for language learning. Tools like ChatGPT provide second language practice through chats in written or voice formats, with the learner specifying through prompts conversational parameters. AI can be instructed to give corrective feedback and create practice exercises. Using AI, instructors can build learning and assessment materials in a variety of media. Generative AI provides affordances for both autonomous and instructed learning. In addition, AI is poised to enhance dramatically the usefulness of immersive technologies. For both learners and teachers, it is important to understand the limitations of AI systems that arise from their statistical model of human language, which constrains their capacity for dealing with sociocultural aspects of language use. Additionally, there are ethical concerns over how AI systems are created and deployed, as well as practical constraints in their use, especially for less privileged populations. Nevertheless, the power and versatility of AI tools are likely to turn them into constant companions in many people’s lives, creating a close connection that goes beyond simple tool use. Ecological theories such as sociomaterialism are helpful in examining the shared agency that develops through close user-AI interactions, as are the perspectives on human-tool relationships from Indigenous cultures.

Since we are all thinking about Artificial Intelligence (AI), we wanted to know what everyone has to say about it. We reached out using social media and collected some various ideas and opinions on the topic. Some people chose to include their names and others opted to remain anonymous. Thanks to the people who participated!

Question 1: What are the biggest challenges that AI (like ChatGPT for example) is posing to language teachers? How are you dealing with these challenges or how do you plan to deal with these challenges?

AI has the potential to replace teachers in some activities such as grammar drills and proficiency assessments. However, we can embrace the use of AI while maintaining the quality of language instruction by focusing on skills that are not easily automated by AI, such as cultural competence, critical thinking, and creativity. We should use AI to provide personalized feedback to students and analyze student performance data, which can be particularly useful in introductory language classes where students may not receive enough individualized attention. Language teachers should also develop expertise in areas where AI is less likely to replace them, such as developing a deeper understanding of topics like language testing and assessment, program development, and teacher training and professional development.

In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.

Writing can be a rewarding and enjoyable experience, but it can also be challenging and intimidating, especially when doing so in another language. One of the goals of this course aims to help you communicate your ideas in written French clearly. With practice, we hope that you will be able to approach writing tasks in French with greater confidence and skill.

This methodology breaks the writing process into four stages: planning, drafting, revising, and editing. In the first two, you will rely on your own skills to generate ideas while practicing the vocabulary and grammar that you have already learned. In the last two, you will receive personalized feedback on your draft from Copilot (UVA’s official generative AI tool) and your instructor.

Generative AI (GenAI) can generate output (text, image, sound, video) based on your input (prompt). We recognize the pedagogical potential of this technology if used responsibly and critically. However, we shouldn’t underestimate the risks of delegating the entire writing process to an AI, which could lead to serious learning deficits. Relying too heavily on AI for writing may hinder the practice of important skills, not the least of which is finding and developing your own voice.

Suggested Uses for Language Teaching and Learning

NotebookLM can be used in different aspects of language education. Below you can find several examples.

• Content creation: Teachers can upload news articles, blog posts, video links, and audio and ask the tool to synthesize the information or outlines for a presentation. This can be used at the beginning of the class, or in a flipped classroom, for students to learn quickly about the topic and listen to the expressions of diverse accents. 
• Summaries: Teachers can upload articles and video links about festivities and how they are celebrated in different countries, for example. Ask the tool to summarize the information based on the cultural significance and ways it is celebrated today. Versions with differing proficiency levels can be easily created.
• Collaborative learning: Students can share notebooks and collaborate, for example, on projects exploring different aspects of the target language cultures by investigating historic contexts and contemporary media, and compiling the findings in the notebook. Then, the information can be synthesized and presented to the class. 
• Podcast: Teachers can upload text, audio, or video links based on a particular topic or theme and ask the tool to create a podcast for them. For example, teachers could use travel blog websites, video links, and even audio to create an engaging podcast in the target language by clicking on the “Notebook Guide” feature, then “Customize” (here is where you tell the tool that it needs to generate the podcast in a specific language), and finally, “Generate” (located in the Deep Dive Conversation box). 
• Research: Teachers can upload technology news websites in the target language, for example, websites and tech forums in Spanish and articles that talk about Spanish language evolution. Ask NotebookLM to generate a list of new tech vocabulary in Spanish, regional variations, and new Spanish terms for digital concepts (e.g., smartphone, móvil, celular). 
• Study guide: Teachers and students can make use of this feature by uploading relevant materials like grammar points, vocabulary lists, classroom notes, and any supplementary articles related to the class. Then, click the “Notebook Guide” button followed by the “Study Guide” feature. This will create a guide with key terms and potential exam questions. Students can use the “Chat” interface to ask the tool specific questions depending on their learning needs. 
• Discussions: Teachers can upload text or video links on current events or cultural topics and ask NotebookLM to create engaging discussion questions to promote critical thinking and allow students to express themselves in the target language or their views of the language they are learning.