EXPLORING THE ROLE OF CHATGPT IN LANGUAGE AND LITERACY PRACTICES IN AN EMI UNIVERSITY: VOICES OF KAZAKHSTANI STUDENTS

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dc.contributor.authorAypay, Beyza
dc.date.accessioned2024-08-01T05:30:03Z
dc.date.available2024-08-01T05:30:03Z
dc.date.issued2024-05-21
dc.description.abstractArtificial intelligence (AI) technologies rapidly evolve and revolutionize various domains, including higher education. Due to the recent emergence of generative artificial intelligence (AI) technologies and large language models (LLM), its potential benefits and challenges are leading debates and concerns about ethical issues. Thus, these concerns influence higher education policies, which either restrict or ban the use of AI tools. Although various research studies have focused on AI’s impact on the English as a foreign language (EFL) field, AI’s role as a language strategy has not been deeply explored in relation to literacy practices. In addition, academic reading and writing with AI are frequently examined from a skills-based perspective focusing on cognitive aspects of literacy, which do not recognize the students’ literacy events and literacy practices shaped by different factors such as culturally valued practices and power relations. Therefore, the study draws on Street’s (1984) literacy as a social practice theoretical framework to explore the influence of institutional and social practices on how first-year university students use ChatGPT, one of the most frequently used and advanced AI tools, for literacy practices from student perspectives. The study also focuses on students’ language learning strategy use, employing Oxford’s (1990) classification to identify how they utilize AI for language learning. This study adopted a qualitative phenomenological research design. Data were obtained from nine first-year students at an EMI university in Kazakhstan through diverse data collection instruments, including focus group interviews, two art-based research instruments (image-based reflections and significant circles), and qualitative questionnaires. The results indicated that participants used ChatGPT to navigate institutional and social literacy practices in various ways to be ethical scholars and to represent their voices and scholarly identities. Moreover, artificial intelligence offered participants opportunities to socialize in academic practices and discourses while they tried to acquire the EMI university’s institutional and social practices. The study also found that first-year students use ChatGPT as a language strategy, which results from the influence of institutional and social literacy practices. The findings of this study may provide insights to policymakers and university instructors about how first-year students utilize AI for literacy practices and how it can foster students’ socialization to academic literacy. In addition, this study may offer language teachers a perspective of artificial intelligence’s potential in scaffolding student learning.en_US
dc.identifier.citationAypay, B. (2024). Exploring the role of ChatGPT in language and literacy practices in an EMI university: Voices of Kazakhstani students [Unpublished master's thesis]. Nazarbayev University Graduate School of Education
dc.identifier.urihttps://nur.nu.edu.kz/handle/123456789/8167
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/
dc.subjectChatGPT
dc.subjectArtificial intelligence
dc.subjectacademic literacies
dc.subjectlanguage learning strategies
dc.subjectliteracy as a social practice
dc.subjectType of access: Embargo
dc.titleEXPLORING THE ROLE OF CHATGPT IN LANGUAGE AND LITERACY PRACTICES IN AN EMI UNIVERSITY: VOICES OF KAZAKHSTANI STUDENTS
dc.typeMaster's thesisen_US

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