Development of Linguistic Competence in English for Specific Purposes Through ChatGPT: A Case Study

Miguel Ángel Jordán Enamorado

doi:10.17323/jle.2025.23745

Miguel Ángel Jordán Enamorado IULMA, Universitat de València, Valencia, Spain https://orcid.org/0000-0003-4668-1537

DOI: https://doi.org/10.17323/jle.2025.23745

Keywords: artificial intelligence, English for specific purposes, ICT, linguistic competence, educational innovation

Abstract

Introduction: The launch of ChatGPT has popularized the use of Artificial Intelligence and has opened a debate about the opportunities and risks of this digital tool. Although it is still in development, ChatGPT offers numerous application possibilities as an educational resource.

Purpose: To explore the application of ChatGPT in enhancing English for Specific Purposes (ESP) learning, particularly in the field of tourism.

Method: In this research, 91 students from two groups taking the English 2 course at the University of Valencia used ChatGPT to complete tasks aimed at improving their English for Tourism Purposes (ETP) skills. Students used digital devices to interact with ChatGPT and submitted their work through the university's platform. The tasks included reading comprehension, vocabulary exercises, and role-play activities relevant to the tourism field. After the activities, students' interactions with ChatGPT were collected, and the quality of ChatGPT's responses was analyzed, with a focus on achieving at least 80% accuracy. This methodology was designed to provide real-world language practice and was evaluated to ensure the effectiveness of ChatGPT's assistance.

Results: The findings reveal that despite some limitations, ChatGPT proves to be a versatile and highly effective tool for both classroom and self-directed learning. It enhances students’ written communication skills through role-play activities by simulating conversations, that require students to write responses to its questions and providing them with detailed corrections and suggestions for improvement. In vocabulary acquisition, through a text-based methodology, ChatGPT helps students identify, define, and use relevant terms, which improves their overall language proficiency. Additionally, the interactive nature of ChatGPT tasks and its ability to provide instant feedback increase student engagement and motivation.

Conclusion: This study's findings indicate that ChatGPT can be a valuable tool for English for Specific Purposes (ESP) learning, despite some limitations in accuracy that hinder its unsupervised use. It is particularly effective for generating activities, obtaining additional information about texts, and vocabulary practice, although its current effectiveness in correcting activities requires teacher supervision. The ability of Chat GPT to create real-world scenarios with minimal preparation time makes it a useful resource for both classroom and autonomous learning. However, further research is essential to explore its full potential and address its limitations, ensuring reliable integration into language curricula.

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Development of Linguistic Competence in English for Specific Purposes Through ChatGPT: A Case Study

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