CHATGPT-ASSISTED ENGLISH LANGUAGE LEARNING: THEORETICAL IMPLICATIONS FOR GLOBAL MOBILITY AND CROSS-CULTURAL COMMUNICATION

Abstract

Global mobility and cross-cultural communication are crucial aspects of contemporary higher education, with English often serving as the lingua franca. ChatGPT, an AI-driven language learning tool, has emerged as a novel approach to facilitating language acquisition and communication. Addressing the gap in existing research, this study explores the potential benefits and drawbacks of AI integration in language learning through a theoretical lens, considering the impact on global mobility and cross-cultural collaboration. Drawing on learning theories such as constructivism, social learning theory, and the zone of proximal development, the study evaluates the potential of ChatGPT to enhance global mobility by improving accessibility, personalization, and language barrier reduction. Moreover, it critically examines the challenges and limitations of ChatGPT, including overreliance on AI, loss of cultural nuances, and the digital divide and their potential consequences for higher education institutions and educators. Employing a qualitative research approach, this study analyzes the relevant literature and theoretical frameworks, providing insights into the practical applications and implications of ChatGPT-assisted English language learning. The findings reveal that while ChatGPT offers promising opportunities for global mobility and cross-cultural communication, striking a balance between technology and traditional teaching methods and fostering genuine human interaction and cultural understanding is paramount. This research contributes to the evolving discourse on AI in education and its implications for global mobility and cross-cultural communication. It offers recommendations for higher education stakeholders to optimize the integration of AI-driven language learning tools like ChatGPT in academic settings.