Abstract

ChatGPT is the latest large language model and has garnered attention in education and research. Ongoing discussions revolve around its potential impact on the future of education, especially within the field of language education. This paper presents ChatGPT as a novel tool for language pedagogy, which is informed by the authors’ first-hand use of ChatGPT, author-composed mini texts, news excerpts from local and international news outlets in L1 and L2, simulated text-turned images representing ChatGPT’s pedagogical task performance evidence, and existing language acquisition theories. The paper highlights ChatGPT’s potential characterized by versatility and multimodality, digital language exposure, multi-method merging, and support for the acquisition of various language skills and sub-skills, including vocabulary, speaking, writing, writing devices, communicative practices, and idioms. The study is anticipated to stimulate further empirical research to contribute to advancing theoretical developments in computer-assisted language learning and artificial intelligence in language education. The study will also attract researchers and practitioners to explore ChatGPT-integrated pedagogies.