Unveiling ChatGPT as a Dialogical Tool for Digital Scaffolding in Teaching Reading

Abstract

Emergence of ChatGPT has opened up great potential for its usefulness in language teaching. Research has already indicated that ChatGPT can boost students’ motivation for reading, and can help by generating reading materials. However, as yet no clear ChatGPT-scaffolded reading pedagogy is in sight. The aim of the present study is to present a preliminary concept on ChatGPT as a dialogical tool for digital scaffolding in teaching reading. Drawing on Vygotsky’s social constructivism and digital scaffolding, a qualitative self-study based exploration was designed. The authors’ personal insights, experience of ChatGPT use, screenshots of ChatGPT performed textual activities were used as data to present a six-step pedagogy. The pedagogy covers three subskills of reading: scanning, skimming, and extensive reading. In the proposed pedagogy ChatGPT plays the roles of a co-reader, a material generator, a feedback provider, and an exercise formulator.Thus, the paper contributes by suggesting a ChatGPT-scaffolded approach to teaching reading which holds great promise in enhancing the overall teaching and learning process of reading skill development.