The Impact of ChatGPT as a peer Interaction Partner in Enhancing Pragmatic Competence among EFL Learners Impact of ChatGPT as a peer Interaction Partner in Enhancing Pragmatic Competence among EFL Learners
DOI:
https://doi.org/10.25130/Lang.9.2.14Keywords:
pragmatic competence, ChatGPT, EFL learnersAbstract
The current research explores the impact of ChatGPT, as a partner for peer interaction, on pragmatic development among EFL students. Based on Vygotsky’s (1978) sociocultural theory, the study uses a mixed-methods approach including pre-/post-tests, discourse analysis of interaction between learners and ChatGPT, and semi-structured interviews with EFL learners of intermediate level. Results show statistically significant improvements (p < 0.05) in learners’ production of contextually appropriate speech acts, ability to apply politeness strategies as well as sociocultural adaptation of language, parallel to findings of Tai (2023) on language practice through AI. Qualitative data points to ChatGPT functioning well as a low-stakes interaction opportunity and immediate feedback mechanism, which aligns with the principles of TMLL (Blake, 2013). As powerful as they are, however, they still cannot simulate paralinguistic cues or level of deeply culture-sensitive norms (Taguchi, 2009). The study highlights ChatGPT’s potential as a supportive tool for pragmatic development and reiterates the essential role of human interlocutors in nurturing intercultural communicative competence.
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