Enhancing Linguistic Interaction with ChatGPT: An Exploratory Study of Proficiency-Matching and Ecological Validity in Less Commonly Taught Languages.

This article investigates the use of ChatGPT, a generative artificial intelligence (GenAI) tool, as a conversational partner for intermediate learners of Catalan, a less commonly taught language (LCTL), within synchronous computer-mediated communication (SCMC) and technology-mediated task-based language teaching (TMTBLT). The exploratory study analyzed linguistic complexity and fluency in conversations between 14 learners and ChatGPT across three distinct tasks with varying goal openness, finding that task type influenced language output more than ChatGPT’s prompted proficiency level. Results suggest linguistic alignment between learners and ChatGPT, with learners perceiving ChatGPT as a realistic and ecologically valid interlocutor, especially valuable when native speakers are inaccessible. The study concludes that task design should be prioritized over proficiency-level prompting when using ChatGPT for language learning and highlights the need for further research on GenAI’s adaptive capabilities and instructional integration in LCTL contexts.