In search of the good practices of personalized learning with ChatGPT for English test preparation
DOI:
https://doi.org/10.28918/erudita.v5i1.10212Abstract
This research analyzes the good practices of ChatGPT as a supplementary tool for English test preparation. This research is a library research which used systemic literature review for the research method. This systemic literature review method highlights ChatGPT as a tool for preparing English proficiency tests like TOEFL, IELTS, and TOEIC. It offers features such as practice questions, test simulations, real-time feedback, and explanations. ChatGPT supports reading, writing, and speaking practice by generating comprehension questions, writing prompts, and conversational feedback. It helps users improve grammar, vocabulary, and coherence in writing while providing reading materials with summaries and vocabulary support. A key strength is its personalized approach, adapting materials to the learner’s level and progress. However, limitations include the inability to assess pronunciation accurately, provide certifications, or replicate real test pressure. Its responses may sometimes be inaccurate, and interactive feedback is limited. Therefore, for optimal results, users should combine ChatGPT with official test materials, real test simulations, and human guidance. The study highlights the need for further research and development to improve AI tools in language education.
Keywords:
References
Amin, M. Y. M. (2023). AI and Chat GPT in language teaching: Enhancing EFL classroom support and transforming assessment techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554
Aryadoust, V., Zakaria, A., & Jia, Y. (2024). Investigating the affordances of OpenAI’s large language model in developing listening assessments. Computers and Education: Artificial Intelligence, 6, 42–60. https://doi.org/10.1016/j.caeai.2024.100204
Carrera-Rivera, A., Ochoa, W., Larrinaga, F., & Lasa, G. (2022). How-to conduct a systematic literature review: A quick guide for computer science research. MethodsX, 9, 62–76. https://doi.org/10.1016/j.mex.2022.101895
Dong, Y. (2023). Revolutionizing academic English writing through ai-powered pedagogy: Practical exploration of teaching process and assessment. Journal of Higher Education Research, 52–57. https://doi.org/10.32629/jher.v4i2.1188
Druga, S., Otero, N., & Ko, A. J. (2022). The landscape of teaching resources for AI education. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. https://doi.org/10.1145/3502718.3524782
Fitria, T. N. (2023a). A library research in english education research: A guidance for researchers in writing non-research articles. Prosiding Seminar Nasional & Call for Paper STIE AAS, 6(1). https://prosiding.stie-aas.ac.id/index.php/prosenas/article/view/266
Fitria, T. N. (2023b). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069
Fitria, T. N. (2024a). Qualitative research method in education field: A guide for researchers, lecturers and students (Metode penelitian kualitatif di bidang pendidikan: Panduan bagi peneliti, dosen dan mahasiswa). Eureka Media Aksara. https://repository.penerbiteureka.com/publications/578908/
Fitria, T. N. (2024b). Students’ preparation in IELTS writing task 1: How to write a summary of visual information. LingTera, 11(1), 39–55. https://doi.org/10.21831/lt.v11i1.59520
Fitria, T. N. (2024c). Teaching IELTS reading skills. Pioneer: Journal of Language and Literature, 16(1), 94–111. https://doi.org/10.36841/pioneer.v16i1.3991
Fitria, T. N. (2024d). Teaching IELTS speaking skills: how is the students’ preparation for taking the test? Journal of English Education Program, 5(2), 18–30. https://doi.org/10.26418/jeep.v5i2.75380
Fitria, T. N. (2024e). Using ChatBot-Based artificial intelligence (ai) for writing an English essay: The ability of ChatGPT, Perplexity AI, and ChatSonic. Journal of Language Intelligence and Culture, 6(2), 103–128. https://doi.org/10.35719/jlic.v6i2.139
Fitria, T. N. (2024f). Using Google Bard as an Al-powered chatbot tool for writing English essays. International Journal of Computer and Information System (IJCIS), 5(3), 231–245. https://doi.org/10.29040/ijcis.v5i3.171
Fitria, T. N., Simbolon, N. E., & Afdaleni. (2024). Using ChatGPT in the English and teaching process: Opportunities and challenges for educators and students. Proceedings of Seminar Nasional & Call for Paper STIE AAS, 7(1), Article 1.
Fitria, T. N., Simbolon, N. E., & Afdaleni, A. (2023). Chatbots as Online Chat Conversation in the Education Sector. International Journal of Computer and Information System (IJCIS), 4(3), 93–104. https://doi.org/10.29040/ijcis.v4i3.116
Gartner, S., & Krašna, M. (2023). Ethics of artificial intelligence in education. Journal of Elementary Education, 6(2), 221–237. https://doi.org/10.18690/rei.16.2.2846
Hidayat, M. T. (2024). Effectiveness of AI-based personalised reading platforms in enhancing reading comprehension. Journal of Learning for Development, 11(1), 115–125. https://doi.org/10.56059/jl4d.v11i1.955
Hz, B. I. R., Laiya, R. E., Sarumaha, M. S., & Supiyandi, S. (2023). Navigating English writing proficiency tests in the era of artificial intelligence. Journal of English Education and Teaching, 7(3), 480–498. https://doi.org/10.33369/jeet.7.3.480-498
Kim, H. S., Cha, Y., & Kim, N. Y. (2021). Effects of AI chatbots on EFL students’ communication skills. Korean Journal of English Language and Linguistics, 21, 712–734. https://doi.org/10.15738/kjell.21..202108.712
Kim, N. Y. (2022). English with AI: A new era of TOEIC learning for students majoring in airline services. Linguistic Research, 39, 97–122. https://doi.org/10.17250/khisli.39..202209.004
Kiselev, D. (2021). An AI using construction grammar to understand text: Parsing improvements. International Journal of Cognitive Informatics and Natural Intelligence, 15(2), 34–48. https://doi.org/10.4018/IJCINI.20210401.oa4
Kostikova, I., Holubnycha, L., Besarab, T., Moshynska, O., Moroz, T., & Shamaieva, I. (2024). Chat GPT for professional english course development. International Journal of Interactive Mobile Technologies (iJIM), 18(02), 68–81. https://doi.org/10.3991/ijim.v18i02.46623
Kusumaningrum, M. A. D., & Pertiwi, D. R. (2021). An intelligent tutoring system for learning listening TOEIC. Jurnal Berdaya Mandiri, 5(2), 32–44. https://doi.org/10.31316/jbm.v3i1.1336
Lo, C. K., Yu, P. L. H., Xu, S., Ng, D. T. K., & Jong, M. S. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: A systematic review of empirical studies. Smart Learning Environments, 11(1), 50, 62–74. https://doi.org/10.1186/s40561-024-00342-5
Nguyen, T. P. T. (2023). The application of ChatGpt in language test design – The what and how. Proceedings of the AsiaCALL International Conference (pp. 104–115). https://doi.org/10.54855/paic.2348
Nightingale, A. (2009). A guide to systematic literature reviews. Surgery (Oxford), 27(9), 381–384. https://doi.org/10.1016/j.mpsur.2009.07.005
Prasetya, R. E., & Syarif, A. (2023). ChatGPT as a tool for language development: Investigating its impact on proficiency and self-evaluation accuracy in Indonesian higher education. Voices of English Language Education Society, 7(3), 402–415. https://doi.org/10.29408/veles.v7i3.19303
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner’s communication skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Samardžija, J., Žagar, M., & Drašković, N. (2024). Work in progress: Enhancing exam preparation with ChatGPT among university Freshmen students. Proceedings of the 17th annual International Conference of Education, Research and Innovation (pp. 9687–9694). https://doi.org/10.21125/iceri.2024.2442
Shen, G. (2022). Strategies for improving text reading ability based on human-computer interaction in artificial intelligence. Frontiers in Psychology, 13, 120–146. https://doi.org/10.3389/fpsyg.2022.853066
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 120–146. https://doi.org/10.3389/fpsyg.2023.1260843
Songsiengchai, S., Sereerat, B., & Watananimitgul, W. (2023). Leveraging artificial intelligence (AI): ChatGPT for effective English language learning among Thai students. English Language Teaching, 16(11), 68–79. https://doi.org/10.5539/elt.v16n11p68
Zhang, Z., & Huang, X. (2024). The impact of chatbots based on large language models on second language vocabulary acquisition. Heliyon, 10(3), 1–13. https://doi.org/10.1016/j.heliyon.2024.e25370
Downloads
Published
License
Copyright (c) 2025 Tira Nur Fitria
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Erudita: Journal of English Language Teaching is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. An author who publishes in Erudita: Journal of English Language Teaching agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
