ChatGPT and English Language Pedagogy in Nigerian Universities: Sensemaking and Assessments
Main Article Content
Bolajoko Margaret Tunde-Awe
Technology such as ChatGPT is central to effective instruction in English as a Second Language (ESL) pedagogy. However, language educators and students must have a shared understanding of its prospects to be used successfully in an academic setting. While extant studies have established its proliferation among students, this study investigated the sense-making of language educators as regards ChatGPT and its implications on assessment practices. A descriptive research design of the survey type was adopted for this study. The population of the study were forty-three university language educators and five hundred and five pre-service teachers who were purposively selected from two higher institutions in Ondo State, Nigeria. Self-structured questionnaire titled: Sense-making of ChatGPT among Language Educators Questionnaire (SCLEQ: r = 0.87) and Students’ Utilization of ChatGPT Questionnaire (SUCQ: r = 0.81). Three research questions were answered in this study. Findings revealed that students, to a very great extent, use ChatGPT to ace their essays (¯x=3.7) but then again, there is a gap-in-knowledge regarding its uses among university language educators (¯x=1.8). On the basis of these findings, the study recommended that language educators should get acquainted with AI tool and its applications in ESL pedagogy and also be creative on the best assessment mode given the reality on the ground.
Adarkwah, M. A., Wyk, A., Tlili, R., Shehata, B., Metwally, H., & Wang, A. (2023). Awareness and acceptance of ChatGPT as a generative conversational AI for transforming education by Ghanaian academics: A two-phase study. Journal of Applied Learning & Teaching, 6(2). http://journals.sfu.ca/jalt/index.php/jalt/index
Adefuye, Omoyajowo, Oputa, Omojola, & Olusanjo. (2023). Postgraduates' attitude and perception towards the use of ChatGPT for research: A case study of postgraduate students of the University of Ibadan. Journal of Human, Social & Political Science Research, 29(6). https://www.cambridgenigeriapub.com/wp-content/uploads/2023/10/SJHSPR_VOL.28._NO.6-12.pdf
Adigun, G. O., Ajani, Y. A., & Aboyade, M. A. (2023). Undergraduate students’ perspectives in optimising chatbot for reference services in Nigerian higher institutions: A comparative analysis of ChatGPT and conventional reference assistance. Journal of Library, Science Education and Learning Technology (JOLSELT), 4(1), 27–39. https://alhikmahuniversity.edu.ng/centralJournal/my_portal/user/event/bookUrl732.pdf
Ajayi, A., & Ekundayo, H. (2011). Factors determining the effectiveness of secondary schools in Nigeria. Anthropologist, 13(1), 33–38. Retrieved from http://krepublishers.com/02-Journals/T-Anth/Anth-13-0-000-11-Web/Anth-13-1-000-11-Abst-Pdf/Anth-13-1-033-11-630-Ekundayo%20H-T/Anth-13-1-033-11-630-Ekundayo%20H-T-Tt.pdf
Alejandro, G., Giovanna, J., Javier, P., Haydeé, Q., Marco, A., Guillermo, Y., Hugo, R., Rosa, M., Herbert, V., & José, L. (2023). Effect of ChatGPT on the digitized learning process of university students. Journal of Namibian Studies, 33(S1), 1–15. https://doi.org/10.371705129
Bonsul, E., & Baffour-Koduah, D. (2023). From the consumers’ side: Determining students’ perception and intention to use ChatGPT in Ghanaian higher education. Journal of Education, Society and Multiculturalism. Retrieved from https://www.researchgate.net/publication/369243024_From_the_Consumers'_Side_Determining_Students'_Perception_and_Intention_to_Use_ChatGPT_in_Ghanaian_Higher_Education
Gaber, S. A., Shahat, H. A., Alkhateeb, I. A., Al Hasan, S. A., Alqatam, M. A., Almughyirah, S. M., & Kamel, M. K. (2023). Faculty members’ awareness of artificial intelligence and its relationship to technology acceptance and digital competencies at King Faisal University. International Journal of Learning, Teaching and Educational Research, 22(7), 473–496. https://doi.org/10.26803/ijlter.22.7.22
García-Peñalvo, F. J. (2023). The perception of artificial intelligence in educational contexts after the launch of ChatGPT: Disruption or panic? GRIAL Repository. https://doi.repositorio.grial.eu/handle/grial/2838
Kangiwa, S., & Abubakar F., (2024). Awareness and utilization of ChatGPT among academic staff of Federal College of Education, Bida. International Journal of Educational Research and Library Science, 4(8). https://doi.org/10.3026/8478
Lankaster, T., & Clarke, R. (2016). Contract cheating: The outsourcing of assessed student work. Handbook of Academic Integrity, 639–654. https://doi.org/10.1007/978-981-287-098-8_17
Liu, B. L., Morales, D., Roser Chinchilla, J. F., Sabzalieva, E., Valentini, A., Vieira do Nascimento, D., & Yerovi, C. (2023). Harnessing the era of artificial intelligence in higher education: A primer for higher education stakeholders. Caracas: IESALC. https://unesdoc.unesco.org/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_27bc9723-2025-4581-b0cc-ea53b09a271e?_=386670eng.pdf&to=93&from=1
Madu, C., & Musa, A. (2023). Lecturers’ level of awareness of artificial intelligence as correlate of their digital competence at Federal University Wukari, Nigeria. Journal of Educational Research in Developing Areas (JEREDA), 5(1), 59–61. https://doi.org/10.379081280
Malley, B. (2018). The digital revolution in cheating has already begun. The Global Window on Higher Education, Global News Education, (513). https://www.chea.org/sites/default/files/2018-07/The-Digital-Revolution-in-Cheating-Has-Already-Begun.pdf
Namvar, M., Cybulski, J., Phang, C., Seng Ee, Y., & Liang Tan, K. (2018). Simplifying sensemaking: Concept, process, strengths, shortcomings and ways forward for information systems in contemporary business environments. Australasian Journal of Information Systems, 22. Retrieved from https://www.researchgate.net/publication/322659905_Simplifying_Sensemaking_Concept_Process_Strengths_Shortcomings_and_Ways_Forward_for_Information_Systems_in_Contemporary_Business_Environments
Nnaemeke, F., & Ogunbadejo, I. (2024). Awareness, knowledge, and perception of Chat-GPT among undergraduates of Nnamdi Azikiwe University, Awka, Anambra State, Nigeria. International Journal of Research and Scientific Innovation, 11(3). https://doi.org/10.51244/IJRSI.2024.1103013
Oche, E. S. (2014). Issues in the assessment of effective classroom learning in Nigeria. Journal of Humanities and Social Science, 19(10). Retrieved from https://www.iosrjournals.org/iosr-jhss/papers/Vol19-issue10/Version-3/E0191032529.pdf
Onyibe, U. (2015). Exam malpractice and national development. International Journal of Education, 16(6). Retrieved from https://www.academia.edu/123456789
OpenAI. (2023). Introducing ChatGPT. OpenAI. Retrieved from https://openai.com/blog/chatgpt
Thadphoonton, J. (2023). ChatGPT: A viable tool for English language learning and teaching? ResearchGate. Retrieved from https://www.researchgate.net/publication/371874152_ChatGPT_A_Viable_Tool_for_English_Language_Learning_and_Teaching
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education? Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00226-1
Tontus, O. (2020). Concept of assessment and evaluation. In Glossary of assessment in higher education. ResearchGate. Retrieved from https://www.researchgate.net/publication/344750546_Concept_of_Assessment_and_Evaluation/link/5f8d9d56299bf1b53e32757c/download
Ukeh, B., & Anih, A. (2024). Utilization of artificial intelligence-based tools for teaching and research among lecturers in Federal University Otuoke, Bayelsa State, Nigeria. Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), 6(1). https://www.sfjesgs.com/index.php/SFJESGS/article/download/508/508
Zhai, X. (2023). ChatGPT and AI: The game changer for education. AI4STEM Education Center, University of Georgia. Retrieved from https://www.alejandrobarros.com/wp-content/uploads/2023/06/SSRN-id4389098.pdf
