Design Principles for Applying ChatGPT to Enhance B1-level English Listening Skill in Thai Higher Education: A Conceptual and Practice-Informed Article
Keywords:
Common European Framework of Reference for Languages – Level B1 listening, Second Language Acquisition, Three-phase Listening, ChatGPTAbstract
This conceptual and practice-informed article synthesizes design principles for applying ChatGPT to enhance B1-level English listening in Thai higher education. It draws on a review of relevant literature alongside practice examples from the author’s lesson preparation (not a full empirical field study). The conceptual framework is grounded in English as a Foreign Language (EFL) and Second Language Acquisition (SLA) and aligns with the Common European Framework of Reference for Languages – Level B1 (CEFR-B1) descriptor, which targets learners who “understand the main points of clear standard speech on familiar matters and follow audio/video input when delivery is relatively slow and clear.” Listening work is organized into three phases—pre-listening, while-listening, and post-listening—and ChatGPT is used to generate dialogues, tasks, and exercises that fit learners’ levels and interests. These practice illustrations suggest that ChatGPT may support personalized, interactive, and adaptive learning, while several cautions remain, including content accuracy, and risks of over-reliance on technology. Accordingly, the article offers design proposals that warrant further empirical validation in subsequent research.
References
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