Graduation Year


Date of Submission


Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Reader 1

Feng Xiao

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© 2023 Jonathan C Becker


Since the introduction of ChatGPT in 2022, there has been a rapidly growing interest in the potential applications of AI in language education. This trend aligns with the steadily increasing research and implementation of computer-assisted language learning (CALL). CALL covers a broad spectrum of topics, ranging from technology-enhanced pedagogical design to self-paced learning and language assessment (for a recent review, see Chen et al., 2021). Intelligent CALL (iCALL), as a subset of CALL, is dedicated to leveraging artificial intelligence (AI) for the advancement of language teaching and learning (e.g., Gamper & Judith Knapp, 2002).

In contrast to traditional iCALL tools developed before 2017, AI tools akin to ChatGPT can leverage cutting-edge developments in natural language processing (NLP) to optimize computer-mediated environments for both learning and teaching. This potential, in turn, holds the promise of revolutionizing traditional classroom instruction. The two most recent review articles provide insights into the current state of computer-assisted language learning (CALL) (Chen et al., 2021; Woo & Choi, 2021). Notably, Woo and Choi scrutinized 53 AI-based tools developed between 2017 and 2020. Their findings revealed an overall positive impact of AI on language learning, encompassing various domains such as grammar, vocabulary, pronunciation, writing skills, and reading skills. Nevertheless, Woo and Choi did not review what theoretical frameworks were used in the previous studies or explore whether the effects of AI vary across different proficiency subskills. To fill these gaps in the literature, the present synthesis study reviewed 67 empirical studies on AI and second language acquisition (published from 2017-2023), with a specific focus on the studies related to Chinese as a second language The findings will be used to discuss the theoretical frameworks employed in these studies and explore the divergent effects of AI on different second language subskills. In the end, the implications for Chinese teaching and learning will be discussed.

This thesis is restricted to the Claremont Colleges current faculty, students, and staff.