THE USE OF CHATGPT IN DEVELOPING WORKPLACE COMMUNICATION SKILLS FOR BEGINNER EFL LEARNERS
DOI:
https://doi.org/10.46827/ejel.v11i2.6678کلمات کلیدی:
ChatGPT, artificial intelligence in language teaching, workplace communication, EFL, beginner learners, generative AI, Vietnamچکیده
The rapid proliferation of generative artificial intelligence tools has prompted language educators across Southeast Asia to reassess conventional instructional frameworks. This study investigates the pedagogical potential of ChatGPT as an interactive conversational scaffold for developing workplace communication skills among beginner-level English as a Foreign Language (EFL) learners enrolled at a private university in Can Tho City, Vietnam. Adopting a quasi-experimental design sustained over fourteen weeks, the study divided thirty first-year undergraduate students into two groups: an experimental cohort that engaged in structured ChatGPT-assisted speaking and writing tasks simulating authentic professional scenarios, and a control cohort that received equivalent instruction through conventional classroom-based approaches. Pre-test and post-test assessments measuring professional email composition, oral presentation clarity, and task-based conversational accuracy were administered to both groups. Quantitative data were supplemented by semi-structured interviews with six participants drawn from the experimental group. Statistical analysis revealed a statistically significant improvement in the experimental group's workplace communication performance relative to the control group. Qualitative findings further indicated that learners valued the immediacy of AI feedback, the low-anxiety practice environment the tool afforded, and the contextual relevance of professionally framed prompts. Nevertheless, participants reported persistent concerns regarding over-reliance on AI-generated output, limited metalinguistic explanation, and unequal access to stable internet connectivity. The implications of these findings extend to curriculum designers, language instructors, and institutional policymakers who are navigating the integration of AI-assisted tools into foundational English programmes.مراجع
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