Evaluating the effectiveness of ChatGPT as an English language learning tool based on the experience of Chinese and Russian students

Abstract

The focus of this study is the real effectiveness of ChatGPT in the practice of English language teaching: how Chinese and Russian students actually master the language with this tool. The aim of the study is to identify the advantages and limitations of integrating Al technologies into the educational process, to analyze their impact on vocabulary acquisition, text comprehension and communicative skills development. The methodology included a comparative analysis of the results of the experimental (with ChatGPT) and control (traditional methods) groups using written tests, oral exams and surveys. The results demonstrate a significant advantage of the experimental group in terms of vocabulary, fluency and comprehension scores due to the personalized learning opportunities and instant feedback. However, the study revealed significant problems: Al content bias, risk of technology dependency, and insufficient development of intercultural competencies. Particular attention is paid to the need for pedagogical support in the use of ChatGPT to minimize these limitations. The findings have practical value for teachers and educational program developers, offering a balance between innovative technologies and traditional methods. The study emphasizes the importance of developing structured approaches to integrating Al into language teaching that take into account issues of digital inequality and data protection. The findings suggest that the strategic use of ChatGPT has the potential to significantly improve the effectiveness of language education, but requires careful methodological support and constant supervision by teachers.