Transforming Education: Exploring the Role of ChatGPT in Supporting Students

Transforming Education: Exploring the Role of ChatGPT in Supporting Students with Dyslexia and ESL Learners

By Ryan Egan

 

In recent years, advancements in technology have transformed the landscape of education. At the center of this technological transformation, assistive technologies have played pivotal roles in fostering inclusivity and personalized learning experiences. One such innovation, and one currently at the center of much debate, ChatGPT, stands out as a powerful educational tool that has vast capabilities in assisting students with diverse educational needs. This blog post explores the merits of ChatGPT in supporting dyslexic and ESL (English as a Second Language) students, and draws insightful comparisons between both groups of learners.

 

Understanding Dyslexia

Dyslexia poses significant challenges in traditional education, often hindering academic progress and engagement. This section defines what dyslexia is, brings to attention the struggles faced by students with dyslexia, and introduces assistive technologies that have assisted dyslexic students in integrating into an education system that is systemically stacked against them.

        Before going any further, it is important to define what dyslexia is. The selected definition is not the only one available, there are many definitions to choose from. However, according to the Adult Dyslexia Organization,

 

Dyslexia may be caused by a combination of phonological, visual and auditory processing deficits. Word retrieval and speed of processing difficulties may also be present. A number of possible underlying biological causes of these cognitive deficits have been identified and it is probable that in any one individual there may be several causes. While the dyslexic individual may experience difficulties in the acquisition of reading, writing and spelling, they can be taught strategies and alternative learning methods to overcome most of these and other difficulties. Every dyslexic person is different and should be treated as an individual. Many show talents actively sought by employers, and the same factors that cause literacy difficulties may also be responsible for highlighting positive attributes – such as problem-solving which can tap resources which lead to more originality and creativity. (Schloss, cited in Peer & Reid, 2003, p.13)

 

Interestingly, this definition draws attention to the complexities of dyslexia, its uniqueness for the individual, and the potential benefits it may hold for employment. However, one might argue that the complexities of dyslexia and the general lack of understanding about the disability outweigh its benefits, especially when there is a fear of stigmatization when disclosing a learning disability to potential employers, for example.

    Six characteristics that are commonly associated with dyslexia but not exclusive to people with dyslexia are difficulty with reading, spelling, writing, memory, coordination, and organization. Embedded within each of these characteristics is a complex nexus of intricate difficulties that weave the fascinating yet troublesome tapestry of dyslexia. However, elucidating their complexities is beyond the scope of this blog post. An excellent resource to better understand dyslexia is An Introduction to Dyslexia (Peer & Reid, 2003) by Lindsay Peer and Gavin Reid.

        It is vital to understand that the effect that the amalgamation of the six characteristics of dyslexia can have on a student’s learning experience can be catastrophic. The educational and psychological effects are no more apparent than when faced with educators who lack knowledge concerning the disability. Therefore, as part of all teacher training, not just within special educational needs (SEN) teacher training, there should be a push to train teachers to teach diverse learners in their classes. All educators should have SEN training if inclusivity is to be successful.

         Over the years, assistive technologies like Dictaphones, reading guides, color overlays, text-to-speech tools, speech-to-text tools, and Read and Write Gold (a literacy support software) have been developed to help dyslexic students. Having used almost every assistive technology for dyslexia throughout their academic career, the researcher has found that some have been beneficial and others have not. For example, spelling aids have been effective in helping with phonological and sequencing deficits, but color overlays have had little to no benefits. This assertion is based on the researcher's personal experience. Therefore, color overlays and other technologies that were ineffective for the researcher might be effective for others.

        Technology aside, one might argue that the best way to understand dyslexia is for the individual to understand their learning difficulty and find ways to overcome it themselves. That said, the age of the student, the severity of the disorder, their desire to understand their diagnosis, and their interest in education and a career in academia are all important factors in the want, need, or ability to understand or overcome some of the learning deficits associated with dyslexia.

         For dyslexic students interested in pursuing a career in academia or simply overcoming some of the difficulties associated with dyslexia, ChatGPT as a new assistive technology seems promising if utilized correctly. 

 

ChatGPT as a Tool for Dyslexia:                                                                                      

ChatGPT emerges as a beacon of hope for students with learning difficulties, offering personalized assistance that adapts to individual learning styles. Its real-time support and natural language interaction cater to those who find conventional learning methods challenging. This section explores how ChatGPT can be seamlessly integrated into the learning process to enhance the learning experience for students facing cognitive barriers.  

        One way ChatGPT can assist dyslexic students is with writing support. Not having to worry about grammar and spelling mistakes can drastically speed up the time it takes to complete written tasks. Deficits in phonological awareness and sequencing can mean that no matter how vast of a vocabulary a dyslexic student has, they may never be able to spell correctly; assistive technology that can assist in these areas and relieve some of the anxiety created by these specific deficits can only be a positive advancement in the support dyslexic students need.

         Another way ChatGPT can support dyslexic students is by providing context or breaking down large pieces of information into smaller chunks so that they are easier to understand. Less text to read can aid in fluency; this is beneficial because the speed at which one reads, or fluency, can impede comprehension. Peer and Reid state that difficulty with reading comprehension is ‘not due to a lack of understanding, rather a result of the difficulties in fluency and reading’ (Peer & Reid, 2003, pp.9-10). 

        Fluency, like spelling, is linked to phonological difficulties; when combined with visual impairments such as the blurring of letters, missing lines or words when reading, reading can become a laborious, fruitless task. Dyslexics may have to read something several times before fully comprehending it. Again, not because they cannot understand it, but because of the barriers in place due to their learning difficulty that makes comprehension difficult. Having ChatGPT summarize or highlight salient points within the text can drastically reduce the time it takes the student to understand what they are reading before they read it, effectively reducing the neurological workload.

         Keir Williams (2023), in a blog post for Dyslexia UK, highlights ChatGPT’s ability to convert written text into speech so that dyslexic students can listen to information or instructions instead of struggling with reading. Converting written text to speech does circumvent issues faced when reading, but unfortunately, it might raise other issues.

          Peer and Reid (2003) illustrated the concept of information processing, which is how we learn new material. The three overlapping stages in the learning process are input, cognition, and output. Reading (visual) and listening (auditory) are two ways we receive information for cognition. Unfortunately, the auditory mode, the most frequently used learning mode in schools, is the least effective for dyslexic students.

         Teachers giving instructions to the class is the most common auditory mode of input used in schools. In this scenario, there are many distractions around the student, like background noise and other stimuli. Coupled with issues with auditory processing, this can affect dyslexic students' understanding of the material taught in class or their ability to follow instructions. However, with text-to-speech, using earphones to isolate the student from outside stimuli could reduce some of the auditory processing load and make it more effective for overall comprehension.        

            It was pertinent at this stage to engage with ChatGPT and ask how it could help dyslexic students. The question asked was simple: How can ChatGPT help dyslexic students? ChatGPT responded in a matter of seconds with ten ways it could assist dyslexic students. From text-to-speech to helping to brainstorm ideas, how ChatGPT can help students with dyslexia are positive, pragmatic, and helpful. However, the one notable thing it never said was that it could teach dyslexic students anything. It said it can help, assist, and provide, but not teach, which is interesting.

        By helping, assisting, and providing information and explanations on any topic, one could argue that ChatGPT is teaching students one-to-one. This one-to-one support is notable because the learning difficulties dyslexic students have due to their learning difficulty can create gaps in learning that can leave dyslexic students weeks, months, or even years behind their peers. Coupled with removing students from class to give them extra support means that they miss what is being taught in class, which only creates additional gaps in learning. Having an assistive technology that can fill in the gaps in learning caused by dyslexia might alleviate the need for dyslexic students to be removed from class to get extra support, preventing students from missing out on valuable class time. It would also reduce anxiety and the social stigma students experience when removed from their class to be given extra support.

  Using ChatGPT could give dyslexic students control over their learning experience and might build self-esteem, giving the learner the impetus to learn. When monitored correctly, utilizing technology is an exciting way to facilitate learning for any student of any age, making the whole process much more engaging. In a short but succinct article entitled ‘Can ChatGPT empower people with dyslexia?’ (Botchu, Iyengar, and Botchu, 2023), improving engagement and self-esteem are highlighted as two of six ways the authors believe ChatGPT can assist dyslexic students. Botchu, Iyengar, and Botchu (2023) acknowledge that ChatGPT, as a remote learning tool, creates a safe learning milieu where dyslexic students can work and learn without criticism.  Indeed, being criticized for making mistakes they cannot help is an all too familiar trope in the academic career of every dyslexic student.

        The capability of ChatGPT to reduce the cognitive workload of dyslexic students and offer one-to-one support in a safe learning environment free from criticism holds great potential for dyslexic students. Therefore, it is up to the user to use it as an assistive technology or learning tool rather than a tool that does the work for them. One must trust that most students have an epistemological curiosity that drives them to learn. Notwithstanding that, one must also concede that human nature can often lead us down the path of least resistance. Therefore, using ChatGPT for educational purposes should be monitored so it is used solely as an assistive technology and not as a tool for cheating.

        

Case Studies and Success Stories:    

In the future, real-world success stories and case studies will hopefully illustrate in abundance the transformative impact of ChatGPT on students with learning difficulties. At present, real-world success stories and case studies are few and far between. However, one might argue that based on available anecdotal evidence, examining potential examples in the future might unveil measurable improvements in academic performance and heightened engagement. Additional evidence will serve as a testament to the efficacy of ChatGPT as an invaluable assistive technology in diverse learning environments. For now, one specific real-world success story demonstrates the positive impact ChatGPT has had on a student’s academic success.

        In an interview with Aaron Mok (2023) for Business Insider, Myriem Khal, a dyslexic French college student, discusses using ChatGPT to make studying easier. Khal is interesting as a case study because she is a dyslexic and ESL student.  For this reason, in two sections of this blog post, Khal will be highlighted as an example of how dyslexic and ESL students can benefit from using ChatGPT.

         Khal discovered ChatGPT during her finals. When she learnt ChatGPT's potential as an assistive technology, she used it to help her achieve academic success. During her interview (Business Insider, 2023), Khal explained that she would ask the chatbot to simplify the technical language in a class she took on artificial intelligence. This particular class was delivered in English, her second language. Khal said the teacher was very technical and, thus, she did not understand what she was saying. However, even when she translated the language into her native language, she still struggled. However, by employing the help of ChatGPT to simplify the language, she understood the material. As a result of ChatGPT’s assistance, she went on to pass her finals and boost her GPA. 

          As promising as ChatGPT appears to be in its infancy, challenges and considerations should be recognized and evaluated as we explore uncharted educational territory.

 

Challenges and Considerations:

While ChatGPT brings promising benefits, it is essential to acknowledge its potential challenges and limitations. This section critically examines concerns with ethical considerations, the risk of over-reliance on technology, and the economic burden technology can have on students. Striking a balance between the advantages and concerns is crucial for the responsible implementation of ChatGPT in educational settings. Where there might be a lack of real-world success stories and case studies regarding ChatGPT as an assistive technology for dyslexic students currently, there is no shortage of expert opinions and concerns about its implementation and application.

        When asked to give her opinion about ChatGPT for an online article for Dystinct (2023), Victoria Leslie, a Dyslexia Specialist and literacy educator, stated that she is ‘very concerned’ about ChatGPT. In her contribution to the article, Leslie makes an interesting distinction between ChatGPT and other technologies that she states ‘level the playing field’ (Dystinct, 2023) for students with specific learning difficulties. She continues to give examples of technologies that she considers assistive technologies that help with ‘secretarial tasks’ (Dystinct, 2023) and have certain benefits. She stated that

 

speech-to-text and text-to-speech technologies are assistive technologies that help with "secretarial tasks”. These technologies can help reduce the load on working memory and support cognitive and motor differences. These technologies empower dyslexic students and allow them to express their thoughts. (Dystinct, 2023)

 

      The article in which Leslie shared her opinion was published online in February 2023. It was not until September of 2023 that OpenAI (2023) announced the addition of these very capabilities to the latest version of ChatGPT. One might argue that the addition of these new features has empowered ChatGPT to perform these ‘secretarial tasks’ (Dystinct, 2023). These enhancements should alleviate some of Leslie's initial concerns. Leslie goes on to raise other concerns about ChatGPT.   

    Poignantly, Leslie raises a concern that all educators have regarding ChatGPT. That is, ‘if we encourage its [ChatGPT] use, we are encouraging the outsourcing of human thought’ (Dystinct, 2023). It is no secret that some students abuse ChatGPT to complete work in seconds that traditionally might have taken hours or days to complete. Leslie does concede that not all students are guilty of such malpractice.

          Leslie continues by stating,

 

If we allow our students to outsource the "thinking" part of essay writing to a machine, even if we argue that we are only using it as revision or preparation, our students' understanding will remain superficial. (dystinct, 2023)

 

Considering what Leslie has said, to determine if understanding is superficial, incorporating plenaries or mini plenaries to assess what level of understanding has occurred in every class should be an integral part of lesson planning. 

          Just before the above quote, however, Leslie stated,

 

Of course, many learners and their parents are excited by this because reading articles and then organising a summary of them is one of the hardest things for students with processing difficulties like dyslexia and ADHD to do. (dystinct, 2023)

        

It is paramount to analyze both of these last two statements from Leslie before evaluating them. Arguably, if reading articles and then organizing a summary of them is one of the hardest things a dyslexic student can do, using ChatGPT to assist with preparation and summarization should be classified as an assistive technology.  The difficulty with such tasks is not a lack of ability but rather a result of their learning difficulty.

          Upon evaluation, there appear to be logical inconsistencies present here that raise interesting questions that are worthy of discussion. Are assistive technologies closing the gap between neurotypical and neurodivergent students, or are they giving an unfair advantage to neurodivergent students? In response to this question, ChatGPT is not exclusively for students with learning difficulties like other assistive technologies are. It is available for every student to use in the same way. In that case, this is more of an ethical issue than an equity issue. That is, it is a question of how the technology is being used and not who it is being used by.

          A common theme in this debate is students becoming over-reliant on the ChatGPT and the issues that may arise because of it. Over-reliance on the chatbot may decrease ‘creativity and independence’ (Botchu, Iyengar, and Botchu, 2023). However, the learning deficits that ChatGPT could assist dyslexic students with, for the majority, cannot be overcome. Therefore, being reliant on assistive technology should not be classified as over-reliance but, rather, a necessity. Notwithstanding this, students should be encouraged to use the chatbot to assist them only with their learning deficits. 

          Issues with socioeconomic standing are also pertinent to acknowledge in this emergent discourse. One must consider if students can financially afford access to the internet, digital devices, or a monthly subscription to the latest and most advanced version of ChatGPT. If some students are economically disadvantaged, a two-tier system based on wealth would further the educational divide.

       There are many more things to consider and be concerned about, for example, the ‘reduction of errors, mitigation of risk, and data governance’ (Botchu, Iyengar, and Botchu, 2023). Even with these concerns in mind, one might prophetically postulate that there will inevitably be more things to consider as ChatGPT develops. Regardless, ChatGPT remains a beacon of hope for many dyslexic students and those who do not fall under the SEN umbrella, for example, ESL students.

 

ChatGPT and ESL Education:

The challenges ESL students face in language acquisition and communication form striking parallels with the challenges dyslexic students face. With possible connections between the use of ChatGPT for dyslexic students and its application in the ESL sphere, this section explores how ChatGPT can facilitate language learning and communication practice for non-native speakers and the possible ethical issues regarding its use.

          Myriem Khal, the dyslexic French college student introduced earlier, stated in her interview that she used ChatGPT in her English class to ‘reconfigure NPR articles for class discussion and to help her come up with ideas for an essay on how the movie “Forrest Gump” represents America’ (Business Insider, 2023). Khal reported finding ChatGPT's assistance helpful. However, an aspect of how she used it may blur the line between assistive technology and cheating.

         Asking ChatGPT to generate ideas for an essay on how the movie Forrest Gump represents America might raise ethical issues for some. Should ChatGPT replace students analyzing text, film, or any other art form themselves? Moreover, should ChatGPT replace students formulating ideas for essays? In a way, Leslie answered these questions by stating, ‘Formulating ideas is central to the psychology of learning’ (Dystinct, 2023). Moreover, Leslie added to this by stating that outsourcing thinking, or, in this case, generating ideas, could lead to a ‘superficial’ (Dystinct, 2023) understanding. Thus, outsourcing thinking, as demonstrated by Khal’s use of ChatGPT in this context, may inhibit learning how to analyze film, in this case, rather than facilitating a deeper understanding of how one should analyze film or other art forms. However, one might argue that generating ideas with the assistance of AI might help dyslexic students overcome white paper syndrome (a form of writer's block).

         The phenomenon of white paper syndrome affects non-dyslexics, too. However, it disproportionally affects dyslexic students. This topic was discussed briefly with the authors of The Dyslexic Advantage (2023) on the podcast Dyslexia Explored (2023). The authors conclude that ChatGPT, as a writing partner or tutor, can help dyslexic students overcome white paper syndrome by generating ideas they can build upon. They believe this is a really ‘positive thing’ for dyslexic students who are often ‘paralyzed’ by white paper syndrome (Dyslexia Explored, 2023).

          ChatGPT can also help ESL students practice conversation by engaging students in interactive conversation, allowing students to practice dialogue in real time (TESL-EJ, 2023). As a conversational partner, ChatGPT has bridged the gap between contact with native English speakers and the ability to practice conversation. Access to ChatGPT could have far-reaching societal consequences that could address long-standing educational inequalities precipitated by wealth disparity.

       Practicing English conversation has been one stratum of ESL learning that has been difficult to facilitate. Over the years, societal and economic changes fueled by globalization have led Korean citizens and their governments to see English acquisition as necessary to compete globally (Hu, G. and McKay, S.L, 2012). This shift in perspective created ‘yeongeo yeolpung’ (Shim and Park, 2008, p.137), which means ‘English fever’. This phenomenon fueled desires to obtain more private education and consequently more time with native English speakers.

        The drive for more private education came at a cost. Consequently, socioeconomic status determined the ability to access private education outside school hours, furthering the stratification of society regarding education and wealth. ChatGPT’s ability to facilitate students engaging in interactive conversation and practice dialogue in real-time could narrow the gap between the haves and the have-nots. This would allow more students to practice conversation, not just the wealthy. However, some students will still be excluded based on their parent's socioeconomic status.

       These are only a few ways ChatGPT could assist with the challenges ESL students face in the pursuit of language acquisition and communication. Although it may make it possible for more students to practice English conversation and ask for assistance with assignments, there will still be students who cannot financially avail themselves of the assistance ChatGPT has to offer. As the capabilities of ChatGPT develop, who knows what the future will hold for dyslexic and ESL students alike? Comparatively, though, dyslexic and ESL students need the assistance of assistive technology to maximize their learning potential.

 

Comparative Analysis:

A comparative analysis unveils the benefits of ChatGPT in supporting students with dyslexia and ESL students. By exploring commonalities and differences in the challenges faced by these two distinct groups of learners, educators, and policymakers can derive insights into tailoring ChatGPT assistance to cater effectively to diverse learning needs. Before continuing, it must be noted that some views expressed in this section are speculation based upon the researcher’s own experience with dyslexia, their knowledge of the learning difficulties inherent with the learning difficulty, and their observations as an ESL educator and qualified teacher.

      Based on observations and experience, the researcher theorizes that there may be a correlation between dyslexic students and ESL students concerning phonological awareness and phonetics. Phonological awareness is the ability to identify and distinguish between the different sounds of speech. An inability to do this without the presence of a hearing deficit can lead to developmental issues with speech, spelling, and reading. Phonetics is the study of speech sound, divided into three main branches: acoustic phonetics, auditory phonetics, and articulatory phonetics (Szczegielniak, n.d).

One of the main reasons the researcher is proposing that there may be a correlation between dyslexic and ESL students is their own experience with dyslexia and trying to learn Korean. For example, identifying and distinguishing between base, double, and strong consonants is extremely difficult, especially with a phonological deficit. In addition, the articulation and identification of ㄹ, for example, and other Korean characters can be challenging due to how the sound produced with the mouth and the audible sound we hear. Comparatively, most Koreans struggle to pronounce the letter ‘r’. The Korean character ㄹ is a blend of ‘r’ and ‘l’, so there is no ‘r’ sound in Korean relative to ‘r’ in English. Therefore, many Koreans, when pronouncing ‘river’, would pronounce it ‘liver’. These few examples may illustrate auditory and articulation deficits across both groups of learners. Thus, using ChatGPT to assist could prove beneficial in these areas and lead to better pronunciation. Currently, this is just a theory based on experience and observation.

     Other observations, but not limited to, made by the researcher show striking resemblances between the teaching methods one should consider when teaching both groups of learners. First, when teaching ESL students, there are cultural differences between Korean and Western students, and second, one should break information down into smaller, more digestible chunks. Compared to Western students, Korean students are much more reserved and often lack confidence in groups of other ESL students. Like dyslexic students, ChatGPT may help Korean students build self-esteem and reduce anxiety by giving them more time to practice conversation alone, which could build confidence to speak out in class. Moreover, utilizing PowerPoints to summarize information or signpost the direction of the class is a great way to aid fluency and overall comprehension, as mentioned earlier regarding dyslexic students. Analogously, there are similarities between the learning needs of dyslexic and ESL students. These noticeable intersections for both groups of learners should inform teaching practices. However, to reiterate, this is speculation based on the researcher's observations and should be investigated further.

      A study to identify specific areas of correlation between both groups of learners might prove beneficial. If similar learning deficits are present in both groups, teaching methodologies used for dyslexic students, for example, could be used to address learning deficits found in ESL students and vice versa. Moreover, if native English students show signs of dyslexia and are subsequently tested and diagnosed as such, ESL students who show signs of dyslexia should also be tested. If diagnosed with dyslexia, they should receive the same support as native English-speaking dyslexic students. 

       Before moving on, it is important to draw explicit attention to how ChatGPT can be used to help dyslexic students and ESL students in the same ways. Below is a list of ways ChatGPT can help both groups of learners:

 

 

Arguably, the above ways ChatGPT can help dyslexic and ESL students could be used to help all students. However, the possible correlation between dyslexic and ESL students concerning phonetics and other aspects of learning, draws significant parallels between these two groups of learners, specifically. Thus, how these teaching strategies assist dyslexic and ESL students should have strong commonalities in their application.

 

Future Implications and Developments:

This section delves into the potential future advancements in ChatGPT and similar technologies. By considering how these developments may further benefit students with learning difficulties and ESL students, educators can anticipate a landscape where assistive technologies play an increasingly integral role in fostering inclusive and adaptive learning environments.

          Concerning ChatGPT and its use as an assistive technology in education, the future looks bright. Below is a list of ways that ChatGPT could improve in the future and how it could assist both dyslexic and ESL students:

 

 

Developing ChatGPT in the above ways would be a quantum leap forward in education and assistive technology within the educational sphere. The future of education and the integration of AI is exciting. Educators and students are on the precipice of a significant advancement that will inevitably change how they interact with technology. This shift promises a more symbiotic engagement with educational tools. 

          In conclusion, the exploration of the role of ChatGPT education reveals a transformative potential that extends beyond the boundaries of traditional learning methods. The real-time support and adaptability of ChatGPT address the unique needs of students with learning difficulties and ESL students, fostering inclusivity in education. As we witness the dynamic evolution of assistive technologies, it is evident that ongoing research is crucial for unlocking innovative solutions that empower and support the diverse spectrum of learners. The integration of ChatGPT into educational practices signals a promising trajectory, offering a glimpse into the future where technology plays a pivotal role in creating equitable learning experiences for all.

 

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