Scilight Press

This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language (CSL) teaching, particularly for non-Chinese-speaking (NCS) students in Hong Kong. Through two rounds of comparative experiments, the study examines the effectiveness of AI-generated teaching designs compared to expert-designed versions. The results demonstrate that while ChatGPT-generated designs initially exhibit some limitations, its advanced versions show considerable promise in assisting teachers with task-based language teaching (TBLT), offering practical and culturally relevant tasks tailored to diverse learners. ChatGPT's ability to self-learn, refine its outputs, and generate personalized lesson plans not only improves instructional efficiency but also enhances learner engagement. Additionally, ChatGPT’s widespread application has the potential to address educational inequities by providing accessible support to teachers, thus reducing disparities in instructional quality. The study concludes that, while AI cannot fully replace teachers, ChatGPT can serve as a valuable supplementary tool that complements human expertise, especially in the context of culturally and linguistically complex L2 teaching. It also emphasizes the importance of ethical considerations and the need for teachers to critically engage with AI technology to maximize its benefits in education.