THE IMPACT OF GENERATIVE AI (CHATGPT,CLAUDE,GEMINI) ON SYNTAX LEARNING AND ESL EDUCATION

Abstract

Recently, the development of generative artificial intelligence (AI), especially the large language model (LLM) such as ChatGPT, Claude, and Gemini, has brought new dynamics to the field of English as a Second Language (ESL) teaching. Despite their increasing use in language learning settings, little is known about the specific role that these tools play in syntactic acquisition. Therefore, this study addresses an important gap in the research on ESL learners' generative AI usage by investigating the impact of generative AI on syntax learning.

Since the focus of this study is on the use of generative AI tools with ESL students, the main purpose of this study is to determine whether and how generative AI tools enhance the syntactic abilities of ESL students, especially in terms of sentence structure, clause structure, and grammatical correctness. The research also includes analysis of learner views of AI-supported language practice.

The research design was quasi-experimental, mixed-methods, and 120 intermediate ESL students were selected from control and experimental groups. The experimental group had access to computer-based tools, ChatGPT, Claude, and Gemini, for 10 weeks and supplemented their learning with syntactic exercises and reflections, while the control group learned in the usual manner from books. Mean scores on pre- and post-tests for syntactic accuracy and complexity were also analyzed. Paired t-test, ANOVA and regression modelling were used for measurement of learning outcomes and to determine significant trends.

Finally, our results show statistically significant learner performance improvement (p < 0.01) when learners used generative AI tools in the synthetic performance assessment. There is the most improvement on the words word of everyday structure and error correction. Furthermore, feedback from learners showed that motivation and the role of autonomous learning behaviours had increased.

Our findings provide promising potential for the application of generative AI capability to ESL pedagogical strategies and tools to create opportunities for learning syntax membership and learner engagement when applied to ESL pedagogy in a pedagogically suitable way. This has wide implications for curriculum design and teacher education and for integrating educational technology into language teaching and learning.