Related papers: Prompting ChatGPT for Chinese Learning as L2: A CEFR and EBCL Level Study

Prompting ChatGPT for Chinese Learning as L2: A CEFR and EBCL Level Study

URL: http://arxiv.org/abs/2501.15247v1
Date: Sat, 25 Jan 2025 15:30:13 GMT
Title: Prompting ChatGPT for Chinese Learning as L2: A CEFR and EBCL Level Study
Authors: Miao Lin-Zucker, Joël Bellasen, Jean-Daniel Zucker,
Abstract summary: This study explores how learners can use specific prompts to engage Large Language Models (LLM) as personalized chatbots. Our goal is to develop prompts that integrate oral and written skills, using high-frequency character lists and controlling oral lexical productions. The results indicate that incorporating level A1 and A1+ characters, along with the associated reference list, significantly enhances compliance with the EBCL character set.
Score: 0.45060992929802196
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Abstract: The use of chatbots in language learning has evolved significantly since the 1960s, becoming more sophisticated platforms as generative AI emerged. These tools now simulate natural conversations, adapting to individual learners' needs, including those studying Chinese. Our study explores how learners can use specific prompts to engage Large Language Models (LLM) as personalized chatbots, aiming to target their language level based on the Common European Framework of Reference for Languages (CEFR) and the European Benchmarking Chinese Language (EBCL) project. Focusing on A1, A1+ and A2 levels, we examine the teaching of Chinese, which presents unique challenges due to its logographic writing system. Our goal is to develop prompts that integrate oral and written skills, using high-frequency character lists and controlling oral lexical productions. These tools, powered by generative AI, aim to enhance language practice by crossing lexical and sinographic recurrence. While generative AI shows potential as a personalized tutor, further evaluation is needed to assess its effectiveness. We conducted a systematic series of experiments using ChatGPT models to evaluate their adherence to constraints specified in the prompts. The results indicate that incorporating level A1 and A1+ characters, along with the associated reference list, significantly enhances compliance with the EBCL character set. Properly prompted, LLMs can increase exposure to the target language and offer interactive exchanges to develop language skills.

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