Abstract
Language model-based chatbots demonstrate unique abilities in generating human-like textsthrough dialogue, based on user requests. The implications of these abilities for German lessons
at the upper secondary level have only been empirically investigated in isolated cases so far,
indicating that this field of research is still in its infancy. However, initial exploratory studies
suggest that chatbots hold potential for use across various subjects, with the ability to fulfill
different roles in supporting learning. To further explore this potential, this study investigates
how chatbots, such as ChatGPT, can be used to support teaching in German lessons from the
perspective of secondary school teachers in Upper Austria. The research question was addressed
through an exploratory, multiple case study. The aim was to understand the perspectives of
teachers who have already used ChatGPT, utilizing various data sources. The data collected
includes semi-structured interviews and interview transcripts, which were summarized using
content analysis to understand the use of chatbots and the effects described by the teachers. The
results reveal a wide variety of specific cases where this technology was described as useful,
Teachers describe scenarios in which students critically analyze generated texts as particularly
beneficial. Additionally, some teachers believe that ChatGPT can also take on tutorial tasks.
The results of the case study are discussed in the context of theoretical considerations and initial
empirical studies on the topic.
| Date of Award | 2024 |
|---|---|
| Original language | German (Austria) |
| Supervisor | Tanja Jadin (Supervisor) |