A MIXED-METHOD STUDY OF THE UTILIZATION OF CHATGPT AS A

LEXICAL DIVERSITY AND LEXICAL SOPHISTICATION ENHANCEMENT

TOOL AMONG ENGLISH NON-MAJORED FRESHMEN’S WRITING AT HANOI
UNIVERSITY OF SCIENCE AND TECHNOLOGY

Abstract: Due to the development of technology, AI tools have become increasingly popular,
and it has supported people in many tasks in our lives. One of the most well-known AI tools
these days is ChatGPT. ChatGPT can be an assistant in many aspects including education.
Acknowledging that fact, this study examines the use of ChatGPT 3.5 in improving lexical
diversity and lexical sophistication, and people’s perceptions about this application. Through
the mixed-method design by using quasi-experimental and the semi-structured interview,
ChatGPT 3.5 was identified to have positive impact on people’s learning vocabulary. In
addition, the research showed that users had good opinion about the application of ChatGPT
3.5 on learning. The paper concludes that ChatGPT 3.5 can be a potential tool in improving
users’ vocabulary usage in term of diversity and difficulty, and it should be researched more.
The study contributes a wider understanding of the utilization of ChatGPT 3.5 in learning
English.

I. INTRODUCTION

1. BACKGROUND AND RATIONALES

In the current context, the development of technology during Industry 4.0 has led to the
appearance of many contemporary devices that support people in many aspects. One of the
most remarkable achievements of modern times is the invention of Artificial Intelligence (AI).
Some of the prime examples of AI applications are self-driving automation and robotics, and
one of the most well-known ones is ChatGPT. Chat GPT allows users to solve many required
tasks through cutting-edge text-based conversations. In education, it can be a tool to answer
students' questions or brainstorm ideas. However, it can be more than a search tool; it can
serve as a partner in any topic discussion. Acknowledged its potential, we believe ChatGPT
can support students in learning foreign languages, especially in writing skills. This article
will focus on the efficiency of ChatGPT on lexical resources in the writing proficiency of
English non-majored freshmen at Hanoi University of Science and Technology.
 2. RESEARCH QUESTIONS

The two most common ways of linguistic learning are through dictionaries and teachers.
However, these methods still have some weaknesses. With dictionaries, the ability to provide
answers to learners’ follow-up questions is limited. Teachers, on the other hand, cannot
answer students’ inquiries at any time of the day. Yet, these are the strengths of Chat GPT.
Therefore, the purpose of this study is to examine ChatGPT – a new path for enhancing
student’s English writing vocabulary.

The following research questions are proposed to provide direct evidence in the research:

 Have students’ lexical diversity and sophistication aspects in writing improved after
using ChatGPT 3.5 ?
 What are students’ perceptions about ChatGPT 3.5 in improving their lexicon?

II. LITERATURE REVIEW

1. INTRODUCTION

This literature review is aimed at analyzing theoretical background and existing studies in
correlation to ChaGPT and lexical resources, as well as the utility of ChatGPT in the lexical
range, writing proficiency, in English learning and in learning in general. Besides, we also
give theories related to lexical resources and its role in improving writing skills. There were a
wide reservoir of research on ChatGPT, especially the use of ChatGPT on writing proficiency
as a lexical enhancement tool; however, this literature review mainly concentrates on:

1. Definition of ChatGPT and the use of ChatGPT in the improvement of English

learning, in lexical resources enhancement, and in learning in general.
2. Aspects of lexico, lexico in writing, and enhancement lexico tool.
3. Correlation studies about the application of ChatGPT in enhancing lexical resources in
English writing proficiency.
 2. CHATGPT

2.1. What is ChatGPT?

2.1.1. Background of ChatGPT.

In 2022, OpenAI established an application called ChatGPT, in which users can direct the
conversation in terms of length, format, style, level of detail, and language that they expected.
This invention was considered a “significant milestone in the field of artificial intelligence
and language technology” (Ptasznik et al., n.d.). ChatGPT is able to be utilized in a profusion
of activities such as natural language processing, text generation, and language translation,
according to Biswas (2023). Ptasznik et al. (n.d.) stated that not only was the birth of this
language model a technological event; but also it signified a paradigm change in how
computer tools and human language interact with each other, in which English made up the
majority of GPT’s training data.

2.2. Key Features of ChatGPT.

It is undeniable that the key features of ChatGPT is one of the great contributors to the
popularity of ChatGPT. Ray (2023) analyzed the key features of ChatGPT into 7 seven
aspects:

 Contextual Understanding: ChatGPT's ability to comprehend sentences and phrases

allows it to provide relevant and coherent answers, which enhance the naturalness and
the engagement for its users. (Du et al., 2023).
 Language generation capabilities: Owing to its fluency in text generation, it can be
utilized to a profusion of purposes, ranging from content writing, summarization, to
rewriting. (Sallam, 2023).
 Task adaptability: It can be tailored for particular use cases, including customer
support, content production, tutoring, translation, and more. Because of ChatGPT's
flexibility, developers can take advantage of its powers to craft specialized solutions
that meet their specific requirements. (Ollivier et al., 2023).
 Multilingual proficiency: Its multilingual features are of great importance for
translation, sentiment analysis and multilingual content creation (Curtis, 2023).
 Scalability: It can be guaranteed that it may be applied to a large reservoir of
applications, from small-scale projects to enormous enterprise solutions. (Ali et al.,
2023).
  Zero-shot and few-shot learning: In terms of zero-shot learning, the model can
generate responses for tasks that it has never seen before. Regarding few-shot
learning, it can pick up new tasks from a small number of examples. Hence this
feature saves time and money in the development process (Sung et al., 2018)
 Fine-tuning: ChatGPT can generate more exact and equivalent results by training the
model on a smaller dataset specific to the intended application. With fine-tuning,
developers can use ChatGPT as the basis for highly customized solutions. (Tajbakhsh
et al., 2016).

2.3. THE APPLICATION OF CHATGPT IN ENGLISH WRITING

PROFICIENCY.

The use of ChatGPT in English writing education has been explored in a certain number of
studies. An analysis which was carried out by Abdalkader (2022) concluded that it is evident
that the utility of AI, particularly ChatGPT, helped to improve English proficiency generally
and each of the components of writing skills. He also stated that by involving learners in an
exciting and practical learning setting, it has promoted its efficacy in boosting their learning
process and understanding the value of English in everyday life. Additionally, according to
Baskara (2023), some of the challenges when giving EFL writing’s individualized comments
would be able to be assuaged by using ChatGPT, which can provide learners with real-time
feedback and assistance.

3. TWO LEXICAL COMPONENTS

3.1. Lexical Diversity

Lexical diversity is often treated as synonymous with lexical richness, as exemplified by the
work Jarvis (2013) and Chen (2022). They contend, echoing the sentiments of Read (2000),
that while lexical diversity is indeed important, it represents merely one facet within the
broader concept of lexical richness.

Measures of Lexical Diversity:

Several quantitative measures have been proposed to assess lexical diversity. Among the most
commonly used are type-token ratio (TTR), which calculates the ratio of unique words (types)
to the total number of words (tokens) in a text (Silverman & Newhoff, 2003). Other measures
include MTLD (Measure of Textual Lexical Diversity) and D (D), which provide more
nuanced assessments by considering factors such as word length and contextual diversity
(McCarthy & Jarvis, 2010).

3.2. Lexical Sophistication

At its core, lexical sophistication encompasses the adept utilization of intricate and
nuanced vocabulary. Though still in debate, it denotes the ability to employ words that
convey precise meanings and shades of expression, reflecting a high level of linguistic
competence (Biber & Conrad, 2009). According to Read (2000), lexical sophistication
is operationalized as "the proportion of relatively unusual or advanced words in the
learner’s text" (p. 203). Various metrics have been proposed to quantify lexical
sophistication, each capturing distinct dimensions of vocabulary complexity like
Advanced Guiraud (AG) However, Daller et al. (2013) have proven that this measure
does not always reflect development.

3.3. Enhancement Lexico Tool:

Advancements in technology have led to the development of various tools and resources
designed to enhance lexico in language learning and writing. Lexical analysis tools, such as
corpora and concordancers, enable learners and researchers to explore lexical patterns,
collocations, and usage in authentic language data (Kennedy & Miceli, 2001). Vocabulary
learning apps and software platforms offer interactive exercises, flashcards, and games to
facilitate vocabulary acquisition and retention (Nation, 2001). Additionally, writing
enhancement tools, such as grammar and spell checkers, synonym suggesters, and readability
analyzers, assist writers in improving lexical accuracy, clarity, and coherence in their texts
(Attali & Burstein, 2006). The development and utilization of enhancement lexico tools hold
great potential for supporting language learners and writers in enhancing their lexico skills
and proficiency levels.

4. CORRELATION STUDIES.
The effects of using ChatGPT as a tool to support English writing skills have been examined
on a large scale via several works by academic researchers. A research by Yaqi Wu (2023)
highlighted the impact of ChatGPT and other AI tools on writing skills of English major
students in English for Academic Purpose writing classroom. The study used mixed-method
design, integrating literature review, empirical research, and theoretical discussion (Wu,
2023). The researcher concluded that AI tools like ChatGPT can support students immediately
in writing skills by enhancing the writing quality in terms of lexical, grammar and expression
(Wu, 2023). Additionally, ChatGPT can create writing based on the information that users
give (Wu, 2023). One of the most significant features of ChatGPT is it can be a personalized
learning instrument which generates answers as close to the user's needs as possible (Wu,
2023). Not only in studying but also in teaching, ChatGPT is believed to help teachers in
meeting students' needs (Wu, 2023). The limitations of ChatGPT and other AI tools are also
mentioned in the research, such as the lack of ability in dealing with complex academic
writing in specialized fields (Wu, 2023). Furthermore, it can restrict students' creativity, their
style and expression (Wu, 2023). The research also showed the potential of applying AI in
learning language and instructing writing (Wu, 2023).

Besides, not only did researchers study the correlation between ChatGPT and English writing
skills, but they also compared the use of ChatGPT and learners’ dictionaries. An analysis
carried out by Lew & Poznan (n.d) stated the comparison between dictionaries and ChatGPT
in solving lexical tasks. The research used quantitative research methods with clear literature
review, empirical research, as well as the discussion for the general theories. They claimed
that ChatGPT is more effective than dictionaries in dealing with tasks related to lexico. In
addition, the researchers also discussed some benefits of using ChatGPT in enhancing lexico,
and one of the noticeable ones is that it can give lexical resources related to the context
instantly, thanks to its ability to converse with students through chatbox. However, limitations
were also referred to in this study. They indicated that ChatGPT could only be accessible
through an app on mobile phones throughout the data collecting period.

In conclusion, the studies above illustrated the application of ChatGPT on English writing
skills and on dealing with lexical assignments. They both stated their methods of research,
literature review with clear-cut evidence, as well as mentioned the advantages and
disadvantages of ChatGPT when applying this invention as a tool to enhance writing skills
and lexical resources. However, these studies did not have deep insights into the correlation of
ChatGPT and lexical resources, as well as the usage of this application as a lexical
enhancement implement on writing skills, yet in our study we will thoroughly examined the
relationship between two subjects and investigated the utilization upon English writing skills
as a role of a lexical improvement tool.

III. METHODOLOGY
1. INTRODUCTION
Our study aimed to investigate whether the utilization of ChatGPT enhance lexical diversity
and lexical sophistication in students’ writing. The researchers applied a mixed-method
approach which use both quantitative and qualitative analysis. By using this approach, the
researchers were able to see students’ improvement and their perceptions of using ChatGPT in
learning vocabulary.

2. RESEARCH AIMS

The study embarked to analyze the impact of ChatGPT on lexical diversity and lexical
sophistication in students’ writing and their opinion about this method of English non-
majored freshman at Hanoi University of Science and Technology.

To accomplish the aim, the researchers presented a small number of research questions:
  Have students’ lexical diversity and sophistication aspects in writing improved after
using ChatGPT 3.5 ?
 What are students’ perceptions about ChatGPT 3.5 in improving their lexicon?

3. RESEARCH APPROACH – MIX-METHOD

The researchers agreed to utilize mix-method that incorporates with quantitative and
quantitative approaches since it was believed to cover the benefits of both approaches. The
researchers applied quantitative design since we want to evaluate whether the utilization of
ChatGPT can improve students’ lexical diversity and lexical sophistication, and the most
precise way to see the phenomenon is through statistics, the calculation. It was defined that
“Quantitative research methods dealing with numbers and anything that are measurable in a
systematic way of investigation of phenomena and their relationships.” (Mohajan, 2020).
Therefore, with the result of the test, we can analyze whether students improved and see the
impact of ChatGPT 3.5 in a systematic way. The qualitative design was used to find out
students’ perception and opinions to the ChatGPT application that answers to the second
research question. We would like to interpret the phenomena in terms of the meanings to
them, and to enhance the validity of the findings. The qualitative analysis offers what the
researchers need when it can convey the context and deeper understanding, and it is essential
to take as much data as possible to explain what we are investigating (Malina et al., 2010).
This approach is believed to offer a breadth and depth understanding of the findings (Almalki,
2016 as cited in Jofnson et al., 2007).

However, some disadvantages of mixed method approach still cannot be removed. Firstly, it
takes more time for collecting analysing data (Denscombe, 2010). Marking the tests was done
rapidly; however, it was complicated to analyse participants’ opinions. The problem was
addressed by planning the timeline carefully and assigning tasks between researchers suitably.

To collect quantitative data, the team decided to conduct quasi-experimental strategy which
an experimental group and a control group were taught to study writing and vocabulary
through some topics by using ChatGPT and traditional method respectively. It is defined that
the quasi-experimental design is used to evaluate the impact of interventions and to illustrate
the causality between the interference and the outcome with the measurement of
preintervention and postintervention (Harris et al., 2006). The researchers applied quasi-
experimental design to assess the impact of ChatGPT on first-year students English
vocabulary in term of lexical sophistication and lexical diversity. The quasi-experimental
design also involves comparing groups that closely matches the experimental group in term of
pre-intervention characteristics (Courtney & Wulczyn, 2021). The participants were asked to
accomplish the pre-test and post-test to see whether they showed improvement especially
when using ChatGPT, and how they improved comparing to the control class. The students
were asked to do the pre-test so that the researchers could assign them into two classes to
maintain the equal capacity. However, some of the challenges have not been removed. The
non-randomization division was considered as a problem of the method since the selection
bias might exist (Harris et al., 2006). The bias selection might lead to the difference of some
important characteristics that could affect the outcome of the study (Harris et al., 2006). In
addition, the application of post-test and pre-test might make students put effort only into the
final test. Therefore, to ensure the validity and make students more focusing on the lesson, the
mini test were used throughout the eight lessons of the course.

With qualitative data, we applied semi-structured interview for experimental group to get
students’ in-depth insight and perception about the application of ChatGPT in learning
vocabulary. Semi-structured interview was used due to its flexibility for small-scale research
(Pathal & Intratai, 2012 as cited in Drever, 1995). We would like to get as various and deepest
insight as possible, therefore semi-structured interviews was applied because it offers a more
open framework when we could ask additional questions based on participants’ answers. In
addition, we wanted to verify the students’ answers to certain that we understood their answer
correctly and give the correct evaluation during the analysis process.

4. DATA COLLECTION METHOD

4.1. QUASI-EXPERIMENTAL STUDY
4.1.1. Pre-test & post-test

The pre-test and post-test were used to evaluate students’ lexical diversity and lexical
sophistication. In addition, the pre-test was conducted to assign students to experimental class
and control class that were similar in English vocabulary level. The test format was IELTS
Writing Task 2, and the students needed to write at least 250 words in 40 minutes. The tests
were chose from Cambridge Practice Tests for IELTS 18 test 3 and on the website IELTS
Online Test.com The topic of the test were different, but the questions were the same. Both
the test were done at Ta Quang Buu Library, and students were supervised by the researchers
to avoid cheating.
 4.1.2. Mini test

During eight lessons, eight mini test were used to practice writing and using vocabulary
learned in that lesson. The results of the test were also used for evaluating students’
vocabulary after each lesson. The mini test required students to write a paragraph about 100-
150 words answering a question that related to the topic in that lesson in 30 minutes. The
questions were IELTS questions from various sources such as the Internet, Cambridge
Practice Tests for IELTS and IELTS Advantage Writing Skills.

4.2. SEMI-STRUCTURED INTERVIEW

In the final stage of data collection, five participants in the experimental group were
interviewed to share their perceptions and opinions about using ChatGPT as a learning tool.
The interviews were conducted one on one right after the post-test. The researchers agreed to
use the mother tongue to interview since we wanted to get the deepest students’ insights, and
there would be no limitation for them to express their opinions. The questionnaire was
designed based on a list of questions from a research named “Applying ChatGPT to tackle the
side effects of personal learning environments from learner and learning perspective: An
interview of experts in higher education” (Xu et al., 2024) . It was divided into 4 parts to
explore different aspects which are the frequency, the benefits, the challenges and the
willingness of using ChatGPT in learning English and English vocabulary. The question lists
had 9 default questions including open-ended questions and rating questions. With rating
questions, students were asked to rate the level of agreement from 1 to 5 to a statement that
the researcher gave. The open-ended questions were to see students’ perceptions and
awareness about the application of ChatGPT. The interviewers wer allowed to ask extra
questions based on participants answers to make sure that they understand correctly and to get
more information.

5. PARTICIPANTS

The participants were English non-majored first year students in Hanoi University of Science
and Technology. We recruited 10 students from various major and their English level
diverse.Therefore, we prepared a pre-test to evaluate their capacity and assign them into
classes. Based on the pre- test. Regarding to their English level, we tried to divide them into
two classes which are equal in the amount and ability. However, during the course, two
students quit due to personal reason. One class would learn writing and vocabulary by
traditional method (control group) while the other one would adopt knowledge with the help
of ChatGPT (experimental group).
 6. MATERIALS DESIGNED FOR TEACHING
6.1. Lesson plans

The lesson plans were developed by the researcher based on the lesson plans from British
Council. The team chose lesson plans from British Council since their topic were variety and
they have lesson content for every English level and age. The researchers chose the
appropriate content regarded to the students’ level and their age. We adapted British
Council’s lesson activities and cooperated with our additional vocabulary part. The useful
vocabulary part was developed based on Destination B2 by Malcolm Mann and Steve Taylore
Knowles, published by Macmillan Publishers and English Vocabulary in Use – Pre
Intermediate & Intermediate fourth edition, published by Cambridge University Press. The
experimental classes were conducted in 8 lessons, each lesson lasted for 90 minutes per class.
In more detail, the lesson plan for experimental class had 4 main parts (1) the lead-in/ warm
up, (2) learning through topic, (3) the useful vocabulary, (4) the mini test. ChatGPT was used
throughout the lesson, except the mini test part.

After the first lesson, the researchers realized a problem in lesson plan that the plan was too
general and there was a lack of vocabulary related to the topic. The researchers decided to
modify the lesson activities and add a part named the useful language to expand students'
vocabulary usage and to correlate to the research aim which focuses on lexical diversity and
lexical sophistication.

6.2. Treatment period

The treatment period lasted for three weeks with eight lessons, one pre-test, one post-test, and
an interview. The students were assigned to the class regarded to their result in the pre-test.
Each lesson lasted one hour and a half via MS Teams from 8:30 to 10:00 pm, and the lessons
were recorded for absent students watch again. Three researchers took turn to swap the role to
guide the students to determine that the improvement of students were due to the lesson plans
yet the instructors. After eight lessons, there was a post-test for both classes and an interview
for experimental class

7. DATA ANALYSIS
7.1. Quantitative data analysis
7.1.1. Measure of Textual Lexical Diversity (MTLD)

MTLD has been mentioned as one of the most powerful measure to evaluate lexical diversity.
It was recommended by McCarthy and Javis (2010) due to its accuracy. Type-token ratio
(TTR) by Templin (1957) was the oldest and the most basic formula in calculating the word
frequency; however, it had problems with the text length (Šišková, 2012). When compare two
texts, it needs to be in the equal or similar length to show the most accurate result (Šišková,
2012). Voc-D, Mass are some of the most popular index to analyze the lexical richness still
face the issue with text length and the text structure (Šišková, 2012). However, MTLD was
developed to address the issue. MTLD can preserve the text structure and examining the text
sequentially (Šišková, 2012). “ MTLD cuts the text into sequences which have the same TTR
(set to 0.72, for its rationale see McCarthy 2005) and calculates the mean length of the
sequences which have the given TTR” (Šišková, 2012). The number 0.72 was researched to
be the point of stabilization and it is important in this index since “ it is at this point that
neither the introduction of repeated types nor even a considerable string of new types can
markedly affect the TTR trajectory” (Mccarthy & Jarvis, 2010). It is demonstrated that
MTLD does not depend on the text length in the 100-2000 words range (Šišková, 2012).

This is suitable for our research when during the pre-test and post-test, some students’ exam
had the difference in text length which can be partly address by MTLD. We use a tool named
Text Inspector to support us analyze the lexical diversity. The tool was developed by a
Professor Applied Linguistics, Stephen Bax, and it is supported by the Centre of Research in
English Language Learning and Assessment (CRELLA) at the University of Bedforshire. It
won an award from British Council in 2017 (Text Inspector, 2022)

7.1.2. Oxford Text Inspector

Regarded to the definition about lexical sophistication we mentioned above, we decided to

use Oxford 5000 to analyze the level of vocabulary that student used. All the words in the list
are aligned to the CEFR, which is one of the factor to evaluate the word complexity (Oxford
Learner's Dictionary, n.d.). Oxford 5000 is the expanded version core word list for advanced
learners. It includes additional 2000 words from the Oxford 3000 (Oxford Learner's
Dictionary, n.d.). While the Oxford 3000 can categorize vocabulary at A1-B2 level, Oxford
5000 includes more word from B2-C1 level which is more various (Oxford Learner's
Dictionary, n.d.). The words on the list have been selected regarded to two criteria (Oxford
Learner's Dictionary, n.d.). Firstly, it is the frequency of the words in the Oxford English
Corpus, a database with millions of words in a range of areas and contexts (Oxford Learner's
Dictionary, n.d.). Secondly, the relevance of the words to English learners, which are assessed
in specially created corpus of Secondary and Adult English courses published by Oxford
University Press (Oxford Learner's Dictionary, n.d.).
The tool we used to support us in analyzing was Oxford Text Checker. It helped us examine
the level of the words students utilized and see the detailed analysis in their texts.

7.2. Qualitative data analysis

7.2.1. Thematic analysis

The researchers agreed to use thematic analysis to scrutinize the qualitative data due to some
reasons. Firstly, it is more simple to apply since it does not require theory to analyze, and the
documents about this method is quite accessible to less experienced researchers. (Kiger &
Varpio, 2020 as cited in King, 200). In addition, it allows researchers to summarize, highlight
the key information that they need (Kiger & Varpio, 2020). Finally, the thematic analysis
offers flexibility in terms of the type of questions it can address, the types and volume of data
(Kiger & Varpio, 2020).

The procedure was taken in manual. Firstly, we transcribed the audio data to the text data
manually, read the texts carefully, highlight and take notes some potential data. Next, we
generated the initial codes by identifying and labeling the meaningful segments of data with
descriptive code. Then we connected the relating codes to create theme by using the map to
see the relation between the codes. Finally, we defined and named the themes with creating a
narrative description.

IV. RESULT
1. Quantitative analysis
1.1. Lexical sophistication
1.1.1. Pre-test. Post-test

The bar chart above illustrates how lexical difficulty criterion of control class across 3
students named A, B and C has improved throughout the experimental course. Each students’
result is divided into two phases: pre-test and post-test. The evaluation of the students is also
divided in 6 levels: A1, A2, B1, B2, C1, and Unclassified level.

Overall, it is noteworthy that the figure for A1 level of words in both pre-test and post-test of
the three students was highest among all levels from A1 to C1, which can be considered that
students initially had a basic understanding of the lexicon. In addition, the most noticeable
change can be seen in the figure for C1 level and Unclassified, which was the lowest.

In the pre-test phase, it can be witnessed that the figures for the B1, B2, C1 levels were
approximately 10% to 15%, which can be considered as one of the lowest. After 8 lessons,
this figure for the score for each level gradually decreased, compared to that of A1 level,
which witnessed a slight increase. It can be recognized that the lexical difficulty of these three
students in control class still remained the same.
In the figure given, we can see that the figure for academic words in level B1, B2, C1,
unclassified in the experimental class fluctuated and had the trend of rising.

Overall, we can see in the line graph that the figure for the B1, B2, C1 and unclassified in the
experimental class had the upward trend over that of the control class. Hence, it can be
considered that students of experimental class, also called ChatGPT class, improved gradually
throughout 8 mini test during the class.
 1.1.2. Mini test

Overall, we can see from the graph that the number of A1-level words of the control class was
higher than that of the experimental class. However, the figure for A2, B1, B2, C1, and
unclassified levels of the experimental class can be witnessed as higher than that of the
control class. Therefore, it can be understandable that there was a marginal improvement in
the lexical sophistication of the experimental class, also known as ChatGPT class, throughout
8 lessons of mini tests.

1.2. Lexical diversity

1.2.1. Pre-test/ Post-test

The change of MTLD in pre-test and post-test in

Control class
90
80 77
70 64
60 50.57 50.75
50
39.06
40
29.74
30
20
10
0
A B C

Pre-test Post-test

Overall, the control class showed the improvement in MTLD score which meant their lexical
diversity enhanced. Students’ results increased about 20 points and the C student showed the
greatest enhancement by about 26 points. The highest score from both the pre-test and post-
test belonged to student C and there was no significant change in the students’ rank. The
length of the text of student B and C in pre-test and post-test did not have a big gap; however,
student’s A pre-test was much shorter than his post-test.

The change of MTLD in pre-test and post-test in

Experimental class
120

100 92.58 95.55 95.78

77.88
80 72.1
59.79 60.56
60 49.68 53.5 53.24

40

20

0
D E F G H

Pre-test Post-test

The experimental class demonstrated good results when all students’ MTLD point increased.
The score improvement was varied between the students.. There was a significant change in
H’s score when it rose by about 42 points, and he became the students got the highest score in
the post-test. Student D also illustrated great improvement from 59.79 to 92.58, raising by
nearly 33 points. The score of the other two students F and G grew moderately by 23 points.
Students E showed the least enhancement with nearly 11 points gap between two tests.
Overall, the increase in MTLD index could evidence that the utilization of ChatGPT 3.5 could
raise the lexical diversity, and some of the participants’ results indicated the greater
betterment compared to control class.

Average improvement score in pre-test and post-test in

Experimental class and Control class
27.5
27
26.5
26
25.5
25
24.5 26.81
24
23.5
24.1
23
22.5
Experimental class Control class

Average improvement score

To compare the progress of two classes, we calculated the improvement in MTLD score of
each student then we computed the mean enhancement score of each class. The result from
the table … showed that the average improvement score of the Experimental class was higher
than Control class. It determined that the application of ChatGPT 3.5 showed more progress
in developing lexical diversity compared to the traditional method, and it could be a potential
tool to study.

1.2.2. Mini tests

Figure...: Change of MTLD in mini test

in Control class
160
140
120
100
80
60
40
20
0
1 2 3 4 5 6 7 8

A B C

The students’ result from the Control class is variety when each student showed different
performance during the process of studying. Student B illustrated enhancement gradually
during the first five lessons and the score peaked the top in lesson 7 with the score 117.66.
Although the score in the last lesson decreased, it was higher than his first lesson. However,
student C result showed the downward trend although he had a slight improvement after the
course. His score increased significantly to just above 91 points in the second lesson then it
decreased. Despite the fall, his score in the final lesson was still better than the first one. The
most noticeable one is A’s result when it influctuated throughout eight lessons, and his final
lesson score was the lowest in the course. There was not any big gap in the length between the
his eight paragraphs.
 Change of MTLD in mini test
in Experimental class
180
160
140
120
100
80
60
40
20
0
1 2 3 4 5 6 7 8

D E F G H

Most of students’ results showed the improvement in the middle of the course, then changed
in the last lessons of the course. Student D and G had the growth in the majority of the
lessons; student F during the middle of the course enhanced the score, and students E and H
results fluctuated. Most of the participants’ showed the greatest improvement in lesson six
and student E got the highest score at nearly 155 which was also the highest result of the class
throughout the lessons. Students E although had noticeable plunge, yet he got amazing
improvement in the middle of the course. Student G illustrated development in the middle of
the course and his highest score was just above 116. Student D, F and H shared the same
similarity, but D and F result a increase in the last lesson after the plunge while H observed
the reduce.

Average score in mini test in Experimental class and Con-

trol class
120.00

100.00

80.00

60.00

40.00

20.00

0.00
1 2 3 4 5 6 7 8

Control class Experimental class

The chart demonstrates the comparison in average score in the mini tests of two classes.
Experimental class got higher score than control class in most of the lessons. In lesson six,
ChatGPT class got remarkably higher score (111.99) than traditional class, and this was the
highest mark that two classes could achieve. The gap between two classes in the first two
lessons were also high with 14.6 and 26.9 respectively. Conventional class only got higher
much higher score than experimental class in lesson four with just above 22 score; the other
lessons had the small difference between classes. Therefore, it could be understood that
students in experimental group performed better, and it could be inferred that the application
of ChatGPT was initially successful.

2. QUALITATIVE
2.1. The Perceptions of Students in Experimental Class.

a) Frequency of using ChatGPT in learning English and English vocabulary before

class.

When I asked the class how often they used ChatGPT to study English in general and English
vocabulary in particular prior to the experimental class, five out of five students, which made
up 100%, said they had never used it for that reason.While the majority of them provided
straightforward responses on the frequency of using it (they had never used it for English
learning purposes, as well as not for any purposes), student G elaborated that she uses it for
other things, such as resolving math problems and other life issues, and how frequently she
does so. In detail, she answered

“Before, I would often use it to find information related to mathematics and life issues.
Usually, I would just ask questions as if I were chatting with a friend. I use it 2-3 times a
week, and each time won't take much time, only about 5-10 minutes each.”
Additionally, student H responded that she has never used ChatGPT to learn English before,
but that she does use it for quick information.

“For other purposes, yes, but for learning English, I have never used it. At first, I just thought
of using a dictionary because it's faster. So, I don't use Chat GPT much, but when I need
quick information, I'll use it because it provides information quickly. Sometimes I need an
idea, but it doesn't always serve my purpose, so I don't use it much afterward.”

b) Benefits of using ChatGPT.

When it comes to the evaluation of the overall benefits of ChatGPT in learning vocabulary
when joining the experimental class, 4 out of 5 students, accounting for 80%, agreed that
ChatGPT does support them in learning English vocabulary with simple explanation. It could
be the merits below:

 Give ideas, opinions with excellent ways of using words to convey, as well as expose
to new ranges of vocabulary.
 Provide synonyms, antonyms and higher-level terms, and answer questions about
vocabulary issues.
 Clear definition, translate and offer examples.

Firstly, ChatGPT is able to give ideas and opinions with its excellent way of using words to
convey information. Student E answered in order to make this point more evident: “ChatGPT
is fast in giving topics and ideas. For example, when I ask a problem and it provides me with
a wide range of ideas and opinions in English, and the way it expresses and uses words is
excellent”. Additionally, student F also said: “I find using ChatGPT to learn vocabulary will
support me in exposing more new words, so that my lexical range will be extended.” It can be
transcribed that not only does ChatGPT provide users with immediate topics and ideas,
but also conveys them in an excellent expression with quality words, so that users would be
able to broaden new ranges of lexicon.
Secondly, ChatGPT is capable of providing synonyms, antonyms and higher-level terms, as
well as answering questions about vocabulary issues. This point was answered by 3 out 5
students, accounting for 60%. They assumed that they had gained support from Chat GPT in
learning more vocabulary through questions about finding synonyms, antonyms, and also by
answering many questions about vocabulary issues. To make this point clearer, student H also
responded in detail her answer:

"So, first of all, with vocabulary, normally when I look up words in a dictionary, some may
not have many synonyms or antonyms. That means there might not be many or none at all.
When I look them up using Chat GPT, there are a lot more synonyms available, and as you
assessed, even higher-level terms, so I can learn more new words. That's the first point. The
basic point is that I find it, it sort of gives me what I call 'enlightenment'. I can interact with
Chat GPT, like having a conversation, and I can learn many things, sort of like exchanging
ideas. I can also look up a lot of information I need for my writing, or ideas for my articles.
Or, in learning English, there's this thing where you get ideas for when you're in an interview,
like Chat GPT could ask you some questions during the interview. I find it surprising that you
can have a back-and-forth conversation with Chat GPT. It responds like I'm talking to
someone."

In addition, ChatGPT was also commented to have clear definition, the ability to translate,
and offer examples. It was agreed by 2 out of 5 students, making up 40%. They said that “it
can provide vocabulary explanations, clear definitions of terms, translate into various
languages for better understanding, and offer examples”.

c) Challenges of using ChatGPT.

The use of ChatGPT in improving lexical diversity and lexical sophistication nevertheless still
has several inevitable challenges.
First of all, according to student E, he thinks he needs more questions to reach his ultimate
answers and somehow it is not faster and more convenient than a dictionary. In detail, he said,
“Because I think using a dictionary is somehow faster and more convenient than using
ChatGPT. As a dictionary can give examples, Vietnamese meaning and English meaning
description at the same time. When I use ChatGPT, I need to use 3 to 4 questions so that it
can answer my question completely.”
Additionally, there were concerns about language barriers. In other words, they did not
know the prompt to ask ChatGPT. 2 out of 5 students had the same point of view that they
could not find out the words and the phrases to converse with ChatGPT. They said that,

“During the course, I encountered many difficulties in using Chat GPT for vocabulary
because there were many words for which I couldn't figure out the meaning of a question or
phrase to ask Chat GPT. I often forgot the question, and I didn't know which one to use."

Furthermore, there were also opinions that ChatGPT contains academic words that are
difficult to use in everyday communication. Student E explained,
“Although ChatGPT can broaden my lexical range, it almost does not provide me with casual
words use in everyday conversation, as those words are academic so it will be difficult to use
in casual communication.”

d) Willingness to use ChatGPT in the future.

When we asked them whether or not they would utilize ChatGPT in learning vocabulary and
in general English learning purposes, 100% of them had the same plan to use ChatGPT. They
also explained the reasons why they will continue to use it in the future, as they can use it in
for their own purposes such as

V. Discussion

The integration of AI technology, particularly Chat GPT, into educational settings has
garnered significant attention in recent years. This discussion delves into a comprehensive
analysis of research findings regarding the effectiveness and perception of integrating Chat
GPT into an experimental classroom setting. Through a meticulous examination of key
findings, connections to previous research, unexpected results, limitations, potential follow-up
studies, and implications, this discussion aims to provide a nuanced understanding of the role
of Chat GPT in modern education especially for non-major student at Hanoi University of
Science and Technology.

To begin with, the research findings highlight a substantial increase in lexical diversity and
complexity among students at experimental class that was used Chat GPT. This finding aligns
with the initial research question, which sought to explore the potential for Chat GPT to
enhance vocabulary skills. The observed improvement in students' language proficiency
suggests that Chat GPT serves as a valuable tool for augmenting vocabulary acquisition in
educational contexts.

Moreover, the overall perception of students towards Chat GPT was predominantly positive,
with a significant majority acknowledging its potential to improve vocabulary at 80%. This
positive reception echoes findings from previous studies by Yilmaz et al. Indicating “had
favorable perceptions of Chat GPT in the educational environment in general” . The
popularity of specific features such as synonym and antonym identification and vocabulary
explanations among students highlights the importance of user-friendly and intuitive
functionalities in driving engagement with AI tools.

Not only understand the benefits of Chat GPT, it is noteworthy that students also
acknowledged the disadvantages of Chat GPT relating to difficult vocabulary, prompts
lacking, and unverified information. This align with Nguyen findings in 2023 showing
student’s agreement that “ChatGPT was unable to examine the quality and reliability of
sources”. However, these higher education students have proposed practical solutions to
address limitations of Chat GPT, such as exploring additional prompts, double-checking
responses, or recording new vocabulary. This proactive engagement underscores the
adaptability of students in leveraging AI technology to optimize their learning experience.
Unexpectedly, significant fluctuations were observed in the performance of the Chat GPT
class towards the end of the study, while the control class maintained a relatively stable
performance. This variability in performance raises questions about the consistency and
reliability of Chat GPT over time. Furthermore, the low usage of Chat GPT for language
learning purposes, despite its significant media coverage, underscores the gap between media
hype and actual adoption of AI technologies in education. Placing these findings in context, it
is essential to consider the specific demographics of the study participants, namely first-year
non-major students at HUST. Previous research by Menon and Shilpa in 2023 has indicated
“social influence” and “Perceived Engagement” as two of the leading factors that impacts the
decision of Chat GPT users in India. Understanding the demographic context helps in
interpreting the research findings within a broader socio-cultural framework.

Potential follow-up studies could explore various aspects of Chat GPT integration, including
its impact on speaking and listening skills, as well as its effectiveness across different
educational levels and disciplines. Future research endeavors should aim to address these
limitations and provide more comprehensive evaluations of Chat GPT's efficacy in
educational settings in larger scale.

In conclusion, the research findings indicate a positive trend towards increased lexical
diversity and favorable perception of Chat GPT among students. This underscores the
promising potential of integrating AI technology into modern education systems to provide
convenience and new learning experiences. However, further research is needed to address
limitations and fully understand the implications of Chat GPT integration in educational
settings. By conducting rigorous research and fostering collaboration between researchers,
educators, and technology developers, we can harness the transformative power of AI to
enrich teaching and learning experiences in the digital age.

VI. Conclusion
To summarize, the study answered the research questions and also the objective of the
research which are whether ChatGPT 3.5 helps students to improve their lexical diversity and
lexical sophistication and also students’ perceptions about this application. The study used
mixed-method design with the combination of quasi-experimental and semi-structured
interview to find the answer for the questions. With qualitative data, the study showed the
improvement of students’ lexical diversity and lexical sophistication and the comparison
between how enhanced they are when applying traditional learning methods and ChatGPT
3.5. The improvements were conducted through various tests including: pre-test, post-test
before and after the course and mini test during the course. With quantitative data, the
researchers found out what students' opinions are about this application. The students’
opinions were varied and valuable to the researcher, giving us an objective view about the use
of ChatGPT 3.5. ChatGPT 3.5 may be convenient to the majority of people; however, it still
poses some challenges during the studying process. The researchers were impressed by what
students evaluated, the benefits, challenges of the application and some suggestions of
solutions to the obstacles they faced. Students’ satisfaction was also illustrated by the
willingness of using ChatGPT 3.5 in the future not only in terms of studying vocabulary
English but also in other aspects.

The research also faced some challenges during the time processing. Firstly, the study was
conducted in a short amount of time and the lack of experience of researchers leading to the
rust in preparing and analyzing. This may lead to the quality of the analysis due to the
mistakes during the time researching. In addition, the lack of time may not be enough for
students to be proficient in using the tool and vocabulary which may lead to the lower
precision of the project. Secondly, the research was small-scale. The project could only recruit
a small number of people at school making it difficult to observe whether the result is true for
various objects. Finally, the online teaching classes made it difficult to manage the validity of
students’ writing.

Further studies are required since there are not many research evaluating deeply the impact of
using ChatGPT on vocabulary learning. Due to the mentioned limited above, the future
research earchs should be conducted in larger scale to see the validity on a range of object and
in longer time to see the proficiency of using ChatGPT and usage vocabulary..

The utilization of ChatGPT-3.5 in real-world scenarios presents promising avenues for

enhancing both lexical diversity and difficulty. Through empirical research, insights gleaned
from ChatGPT 3.5's interactions can inform educational interventions, language learning
platforms, and writing assistance tools. By analyzing user interactions, researchers can
identify patterns of lexical usage and comprehension challenges, thereby tailoring
interventions to address specific linguistic needs. Furthermore, ChatGPT-3.5's ability to
generate diverse and contextually appropriate responses serves as a valuable resource for
language learners and writers. It helps them learn new words and understand complicated
language better, which makes it easier for them to express themselves clearly in different
situations.
 APPENDIX
1. Invitation letter and consent form for participants
 Invitation letter
  Consent form

0. Pre-test, post-test
  Pre-test

 Post-test

0. Mini test

Topic 1
Topic 2

Topic 3

Topic 4
Topic 5

Topic 6

Topic 7
 Topic 8

0. Students’ evidence using ChatGPT 3.5 in the lessons

 Control class
 Experimental class
 0. Lesson plan

[Conventional class] Lesson 1

WOMEN IN SCIENCE

Learning outcomes

 Aware of the relative lack of women in science and consider why this might be so.
 Able to identify the main ideas in a semi academic text.
 Understand how reference words are used to link the ideas of a text together.

Age/Level

Aged 13-17 and adults (B2-C1).

Time

65 minutes + 30 minutes Writing post-task phase.

Materials

 Worksheet 1.
 Presentation.
Introduction

This lesson will help raise awareness of some of the reasons why women are relatively poorly
represented in science. The lesson begins by challenging some stereotypes and asking
students to consider why there aren’t more women in science. They then read a text which
provides some possible reasons, and discuss how these relate to their own opinions. The
lesson then focuses on reference words, and how they link a text together, before a writing
task about different jobs and gender.

Note: The presentation can be used for a paper free lesson.

Procedure

Main activity Time Details

period

Introduction 5
to the course minutes

 Start the class by asking students to solve the following

Lead-in 5 logic problem. Ask any students who have heard it before
minutes not to say anything.

A father and his son are in a car accident. The father dies
instantly, and the son is

taken to the nearest hospital for surgery. The surgeon comes in

and exclaims "I can't

operate on this boy."

"Why not?" the nurse asks.

"Because he's my son," the surgeon responds.

How is this possible?

 It is likely that at least some students will find this difficult

to solve because they will assume that the surgeon is a
man. Use this to lead into the idea of women in science.
  Give out worksheet 1 and ask students to read just the first
Activity 2 10 paragraph (A) and find 4 facts about women in science
minutes with corresponding reasons.
 Either let students discuss what they found, and what they
found surprising in small groups, or as a class.

Answers: Only 12.8% of STEM jobs in the UK are held by

women/ 78% of students studying physics at school
leaving age are boys/52% of male undergraduates are
studying science, compared with 40% of females. In the
USA only 1/5 of physics degrees are awarded to women.

 Ask students to now read the rest of the article (paragraphs

Activity 3 10 B-E) and identify the main idea in each paragraph. They
minutes should then compare the ideas with the ideas they had at
the previous stage.

Suggested answers: B: stereotypes that women don’t do

science, or if they do, the emphasis is still on their looks.
C: women undervaluing themselves D bias against
women- paid less and seen as less capable E: difficulties
with childcare or career breaks.

 Then allow students to discuss the content of the article,

using the questions in exercise 4. Depending on the group,
this could be in groups, or the whole class.

 Ask students to read the grammar box and answer any

Activity 4 15 questions. Then ask students to look back at the beginning
minutes of the article and discuss what each highlighted word
refers to.
 Go through the answers. Make sure that students
understand that a reference word can refer back to another
specific word or phrase, or to an idea within the text. NB
Only the first 3 references are in the presentation.

Answers:

1. The proportion of boys studying science at school leaving age.

2. The proportion of boys studying science being much higher

than girls.

3. University

4. The fact that scientists in films and TV are usually men.

5. Female scientists’

 Students then work through exercise 7 individually,

checking their answers against the text. NB Only the first
 4 gaps are in the presentation.

Answers: 1 this. 2. their. 3. one. 4. They. 5. their.

 In small groups, students discuss these questions: Which

Activity 10 of the jobs below are typically done by men, or typically
minutes done by women? Are there any (good) reasons for this?
Write the occupations on the board.

Hairdressers/ Mechanics/ Care workers /Painters and decorators/

Primary school teachers/ Receptionists/ Gardeners

 Students can consider why this might be (Aptitude?

Physical strength? Tradition?) and if there are any reasons
why the jobs couldn’t be done by the opposite gender.

 Aware of the relative lack of women in science and consider why this
Lesson 5 mins might be so.
conclusion

Post-task 30 Writing activity.

phase minutes
Topic: In most universities there are more male students than
female students on science courses.

 What is the reason for this?

 What could be done to balance out the numbers?

Choose ONE question and write a paragraph at least 100

words to explain your answer.

[ChatGPT class] Lesson plan 1

WOMEN IN SCIENCE

Learning outcomes
 Aware of the relative lack of women in science and consider why this might be so.
  Able to identify the main ideas in a semi academic text.
 Understand how reference words are used to link the ideas of a text together.

Age/Level
Aged 13-17 and adults (B2-C1).

Time
65 minutes + 30 minutes Writing post-task phase.

Materials
 Worksheet 1.
 Presentation.

Introduction
This lesson will help raise awareness of some of the reasons why women are relatively poorly
represented in science. The lesson begins by challenging some stereotypes and asking
students to consider why there aren’t more women in science. They then read a text which
provides some possible reasons, and discuss how these relate to their own opinions. The
lesson then focuses on reference words, and how they link a text together, before a writing
task about different jobs and gender.
Note: The presentation can be used for a paper free lesson.

Procedure
Main activity Time Details
period

Introduction 5 *The topic: This lesson will help raise awareness of some of the
to the course minutes reasons why women are relatively poorly represented in science.
The lesson begins by challenging some stereotypes and asking
students to consider why there aren’t more women in science.
They then read a text which provides some possible reasons, and
discuss how these relate to their own opinions. The lesson then
focuses on reference words, and how they link a text together,
before a final writing tasks about different jobs and gender.
* Chat GPT:
Chat GPT is an artificial intelligence technology developed by
OpenAI, based on the GPT (Generative Pre-trained Transformer)
model. Chat GPT has the ability to understand and generate
natural language text automatically, based on both context and
user input.
Explanation of Chat GPT's First Feature: Information Lists
When prompted with a specific topic or query, Chat GPT sifts
through its vast database of information and compiles key points
 into a well-organized list. Each item in the list typically includes
important details, statistics, examples, or other pertinent
information related to the topic at hand.They provide users with a
comprehensive overview of a subject, facilitating deeper
understanding and informed decision-making. Moreover, the lists
are customizable and can be tailored to suit the user's preferences
and specific needs.
"Chat GPT, can you compile an information list on the history of
[topic], including significant events, milestones, and influential
figures?"

"Please generate an information list summarizing the main causes

and effects of [topic], along with relevant examples and statistics."

"I'm interested in learning about the benefits and challenges of

[topic]. Could you provide an information list that highlights both
aspects?"

Lead-in 5  Start the class by asking students to solve the following

minutes logic problem. Ask any students who have heard it before
not to say anything.

A father and his son are in a car accident. The father dies instantly,
and the son is
taken to the nearest hospital for surgery. The surgeon comes in
and exclaims "I can't
operate on this boy."
"Why not?" the nurse asks.
"Because he's my son," the surgeon responds.
How is this possible?

 It is likely that at least some students will find this difficult

to solve because they will assume that the surgeon is a
man. Use this to lead into the idea of women in science.

Activity 2 10 • Give out worksheet 1 and ask students to read just the first paragraph
minutes (A) and find 4 facts about women in science with correspond reason.
* Engage Chat GPT to facilitate discussion and provide additional
insights into the statistics and reasons:
- Prompt:
"Could you please provide more detailed information about the
percentage of women in STEM fields in different countries and compare
them with the male percentage? Can Chat GPT explain these
differences?"

"Chat GPT, what do you think are the reasons that may lead to the
underrepresentation of women in science? Please offer opinions or
explanations from an expert perspective."
 "I'd like to know more about the specific challenges that women face
when pursuing careers in science. Can Chat GPT list these challenges
and provide additional information about them?"

"Please provide specific examples of famous women in the history of

science and technology and highlight their roles in promoting diversity
and progress in this field. Can Chat GPT mention these examples?"
• Either let students discuss what they found, and what they found
surprising in small groups, or as a class.
• Answers: Only 12.8% of STEM jobs in the UK are held by women/
78% of students studying physics at school leaving age are boys/52% of
make undergraduates are
studying science, compared with 40% of females. In the USA only 1/5 of
physics degrees are awarded to women.

2. Introduction to Chat GPT's Second Feature (5 mins):

Briefly review the first feature of Chat GPT.
Introduce the second one: explaining vocabulary and providing
examples.
Prompts:
"Can you explain what '[word]' means in simple terms? Please give an
example sentence to help understand it better."

"Please tell me what '[word]' means in an easy way. And can you
provide an example sentence to show how it's used?"

"Could you explain '[word]' simply? And give an example sentence to

make it clearer?"

"Can you simplify the definition of '[word]'? Also, include an example

sentence, please."

"Please make it easy to understand the meaning of '[word]' and give an

example sentence as well."

Activity 3 10  • Ask students to now read the rest of the article (paragraphs B-
minutes E) and identify the main idea in each paragraph. Use Chat GPT
to explain unfamiliar words. They should then compare the
ideas with the ideas they had at the previous stage.
 Suggested answers: B: stereotypes that women don’t do
science, or if they do, the emphasis is still on their looks. C:
women undervaluing themselves D bias against women- paid
less and seen as less capable E: difficulties with childcare or
career breaks.
 • Then allow students to discuss the content of the article, using
the questions in exercise 4. Depending on the group, this could
be in groups, or whole class.

Activity 4 15 • Ask students to read the grammar box and answer any questions.
minutes Then ask students to look back at the beginning of the article and
discuss what each highlighted word refers to. Use Chat GPT's second
features to explain difficult words.
 • Go through the answers. Make sure that students understand that a
reference word can refer back to another specific word or phrase, or to
an idea within the text. NB Only the first 3 references are on the
presentation.
Answers:
1. The proportion of boys studying science at school leaving age.
2. The proportion of boys studying science being much higher than girls.
3. University
4. The fact that scientists in films and TV are usually men.
5. Female scientists’
• Students then work through exercise 7 individually, checking their
answers against
the text. NB Only the first 4 gaps are in the presentation.
Answers: 1 this. 2. their. 3. one. 4. They. 5. their.

Activity 10  In small groups, students discuss these questions: Which of

minutes the jobs below are typically done by men, or typically done
by women? Are there any (good) reasons for this? Write the
occupations on the board.
 Hairdressers/ Mechanics/ Care workers /Painters and
decorators/ Primary school teachers/ Receptionists/ Gardeners
 • Students can consider why this might be (Aptitude? Physical
strength? Tradition?) and if there are any reasons why the jobs
couldn’t be done by the opposite gender. Using Chat's first
feature to give facts relating to the topic.

Lesson 5 mins  Summarizing the Topic and Two Features of Chat GPT
Conclusion  Aware of the relative lack of women in science and consider
why this might be so.
 Chat GPT's First Feature: Information Lists:
 Chat GPT's Second Feature: Vocabulary Explanation:

Post-task 30 Writing activity.

phase minutes Topic: In most universities there are more male students than
female students on science courses.
 What is the reason for this?
 What could be done to balance out the numbers?
Choose ONE question and write a paragraph at least 100
words to explain your answer.

OPEN CITIES

Topic
Demographic change

Aims

 To develop students' communication skills.

 To develop students’ vocabulary around the topic of human migration.
 To help students understand some of the issues regarding human migration.

Age group and level

Intermediate +

Time

60 minutes + 30 minutes writing activity.

Materials

 Worksheet.

Introduction

This lesson plan explores some of the issues associated with cultural and environmental
adjustments and looks at some of the ways in which these have impacted on the lives of
migrants in different cities and countries. This is a strong underlying theme of the
OPENCities project www.opencities.eu.

Procedure
 Main Time Details
activity period

Lead In 5 .• To get students thinking about demographic changes in their

minutes country over the last

century, write 1900 and then write 20_ _ [depending on the year you
are in].

• Ask students to discuss how their hometown has changed in this

period of time.

Ask students to think about the population of their hometown, the

kinds of work people do there and the kinds of housing and in what
ways it has improved.

Worksheet 10 Look at this map.

1 minutes
• Can you name some of these cities?
(OC 3)
• Some cities are losing population, while other cities are growing.
Why do you think this is happening?

• How can cities attract new people?

• Get students to discuss the second question. They should discuss

how cities can attract new people, look into Hanoi Brainstorm a list
of ideas and write them on the board use cluster words

Worksheet 15 Read this text and complete these sentences.

4 minutes
1. Cities around the world are ______________.
(OC3)
a) growing b) getting smaller c) unchanged

2. By 2050 __________ of the world’s population will live in urban

areas.

a) half b) less than half c) more than half

3. Many European cities are attracting migrant workers from

____________.

a) other parts of Europe b) outside Europe c) the USA

 4. Successful cities have a ____________ migrant population.

a) lower b) stable c) higher

5. It's not only important to attract foreign-born workers, it is also

important to __________ them.

a) keep b) teach c) study

Answers:

1. a) 2. c) 3. b) 4. c) 5. a)

Listening 10 Listening
minutes
 To get students thinking about the theme of the listening, ask
them if they know what magnets and glue do. (Magnets
attract and glue makes things stay in place).
 Ask the students if they know what the ‘magnets and glue’
of a city are. Ask them to read the text on Worksheet Task 5
and find out.

Worksheet 15 Magnets and Glue

5 minutes
Modern cities need to be competitive. They need to grow. Thriving cities are those
(OC3)
that attract people and retain them. In this way, cities can grow and become more

competitive in the global economy.

Harvard Business Professor Rosabeth Moss Kanter coined two terms to express
this idea: magnets and glue. Magnets are the elements of a city which attract
people and investment. Glue is what keeps people and money in the city, what
convinces people to stay in that city. Both magnets and glue are fundamental if a

city wants to grow and thrive.

NB: If you don’t have access to the audio files or the ability to play them, read or
get students to read the audio scripts out loud in class

• Tell your students that they are going to listen to an expert in population

movement talking about the ‘magnets’ and ‘glue’ of a city. The expert gives
examples. Ask them to listen and decide if the examples given are ‘magnets’ or
‘glue’.

• Once they have listened the first time give the students time to compare their
answers, then ask them to listen again and see if they can add examples to the list.

• Finally ask them to look at the tapescript and check their answers.
Worksheet 15 - 20 Are these examples of ‘magnets’ or ‘glue’?
6 minutes
1. availability of jobs
(OC3) 2. a variety of job opportunities

3. affordable housing

4. presence of other migrants

5. a city’s reputation

6. educational opportunities

7. access to community activities

Answers:

1. = M 2. = M 3. = G 4. = M 5. = M 6. = G 7. = G

Tapescript: A radio interview with an American expert on population movement.I

= Interviewer E = Expert

I: Here we are with Dr Marylyn, a professor at the local university and an expert in

population movement. Dr Marylyn, You talk about magnets and glue - things that
attract

migrants to cities, and things that keep them there. Can you explain what you
mean by

these terms?

E: Yes, of course. Well, basically, we begin with the idea that important
international cities

have to be competitive in the global economy. Cities which are not competitive
decline –

they begin to lose population. To be competitive, they have to attract skills and
talent from

all over the world. The most successful cities attract the best skills and talent, and
become

even more successful. The magnets are what attract people to these cities.

I: Yes that makes sense. So what attracts people to these cities? What are the
magnets?

E: Well, probably the most important magnet is the availability of jobs. Cities that
offer lots of
job opportunities, and a wide variety of jobs, attract a lot of migrants.

I: And what other magnets are there?

E: Well, knowledge of a city is important. If a city has an international reputation

– London,

New York, Paris, Moscow – you’ve seen them on TV, you’ve heard of them,
you’ve seen

them in newspapers and magazines – they give the impression of being safe,
accessible,

open cities. This is why cities organise international events like the Olympics,
EXPOs,

cultural festivals and international trade fairs.

I: And I suppose that a big, migrant population attracts other migrants.

E: That’s right. Having a big migrant population is in itself an attractive feature of

a city.

Foreign people are happier in a place where there are lots of foreign people. It’s
also true

that people feel more secure in cities where there are lots of people from their own

countries. It gives them access to their home culture – shops, family and friends,
cultural

events.

E: And what about glue?

I: Well, going back to what we said before – that successful cities need the skills
and talents

of migrant workers. Well, if the migrants attract them, the glue convinces them to
stay – and

this is what is really important.

I: So what kind of thing encourages people to stay in a place? What’s the glue?

E: Well, cities that want to retain migrants need to pay attention to the quality of
life on offer.

People need to have their aspirations fulfilled.

I: Yeah.

E: People need affordable housing in nice areas, educational opportunities for

themselves

and their children, cultural and recreational activities. They need access to social
and

community activities, to belong to the community. They need access to the job
market in

terms of visas and legal permits. They need to be able to set up their own business
if they

want. These are the glue factors. Other factors like (fade out).....

• To round the activity off ask students if they agree with the expert and ask if
there

are any ‘magnets’ and ‘glue’ missing from the list that they think are important. •
Ask the students what the ‘magnets’ and ‘glue’ of their own city are for them. Try

to get their personal opinions rather than ‘correct’ answers.

Vocabulary revision

• Put your students into groups or teams. Tell them that you are going to have a

quick vocabulary quiz. You will say the definition of a word and the first students

that calls out the correct word will get a point for their team. • Use the words from
the list below and give simple definitions.

Example: You say: “It’s something that attracts metal”

Students have to call out “Magnet”

Growing Declining Feature Urban area

Competitive Talent Affordable Availability

Growth Migrant worker Opportunities Skills

Investment Global economy Magnet Glue

Knowledge Reputation Accessible Events

Vocabulary review

Photocopy one copy of Worksheet Task 10 per group of four students and cut
them

into cards.

• Put the cards in a pile for each group. Demonstrate the activity by picking up one

of the cards, and defining, explaining, describing the word on the card until

someone guesses what is written on the card. Explain that they should do the

same in groups taking it in turns to explain the word while others guess. When a

student guesses the word, s/he keeps the card. The winner in each group is the

student with the most cards. • Listen while the students play the game and check
 that they still remember the

vocabulary. Keep note of any word they have problems with and revise them at

the end of the activity.

Worksheet 5 globalisation delicatessen

10 minutes
trade capital
(OC2) foreign worker a non-profit

organisation

Population OECD country

developing country developed country

skilled worker push factor

pull factor transport system

unemployment discrimination

poverty famine

[Conventional class] Lesson plan 3

SUCCESS AND FAME

Age group and level

Intermediate

Time

90 minutes

Materials
Worksheet

https://www.teachingenglish.org.uk/sites/teacheng/files/Success%20and%20fame
%20worksheets.pdf

Introduction

This double topic deals with success, something we are all keen to have in our lives and fame,
something many of us are not. This lesson was created for Intermediate level students but
could be adapted for other levels.

Procedure

Main Time Details

activity period

Check 5 minutes https://quizizz.com/admin/quiz/66052e62d61a160441109909?

Up: source=quiz_share

Quizizz

Lead in 5 minutes Search on the Internet about definition of success and some examples
of success

Stage 1: 5 minutes Success is…

 Write this short statement on the board and ask students,

working in pairs or small groups to complete the definition
according to their own opinions. Monitor and make suggestions
where necessary, but only allow four or five minutes maximum
for this part.
 Then, working as a group, I take definitions from the class and
write them on the board. I also teach more languages to suit,
although there is no set list. We have a brief discussion about
each one, and decide which is the best.
  Now we start to reflect about how success is defined in real
Stage 2 10 terms. To do this, I give students a list (Worksheet B) of
minutes situations in which people have achieved something. Their task
is simple in theory, to decide which of the situations are
 examples of true success, but it’s most certainly not all black
and white, there are plenty of gray areas

 A chance to shine. Have the class discuss some of their own

Stage 3 5 minutes successes. Remind them that it doesn’t have to be saving the
world or scoring the winning goal in the world cup... success,
as we have seen, is also the little things. But one tip, have them
do this part in pairs, modesty can be a very great barrier to
group conversation.

Tip: A possible modification to this would be to ask students to

list their main successes

and rank them in terms of proudest, most difficult to achieve,

most useful today and

have them compare and discuss their lists after.

 Hand out the discussion questions (Worksheet D) and ask

Stage 4 10 students to make conversation about their answers, in pairs. (I
minutes use set questions as a way of getting students focused on a
topic, giving them a chance to say a lot but without requiring
them to invent or create too much, it can be quite a burden to
have to do this for two hours).
 Monitor and take part to suit, and then bring the class together
again to share answers.

Stage 5 20 List of today’s vocabulary:

minutes
1.Success (n): the achieving of the results wanted or hoped for (sự
thành công)

2.Ambition (n): a strong wish to achieve something (sự tham vọng)

3.Achieve (v): to succeed in finishing something or reaching an aim,

especially after a lot of work or effort (đạt được (mục tiêu lớn))

4.Accomplish (v): to finish something successfully or to achieve

something (hoàn thành, đạt được (mục tiêu nhỏ, cụ thể))

5.Target (n): a level or situation that you intend to achieve (mục tiêu)

6.Compromise (n): an agreement in an argument in which the people

involved reduce their demands or change their opinion in order to
 agree (sự thỏa hiệp)

7.Come off (phr v): to happen as planned, or to succeed (đạt kỳ vọng)

8.Go down (as) (phr v): to be remembered or recorded in a particular

way (được nhớ đến, được biết đến)

9.Take off (phr v): to suddenly start to be successful or popular (trở

nên nổi tiếng đột ngột)

11. Attainment (n): the act of achieving something (đạt được (nhấn
mạnh vào sau 1 quá trình))

12.meet (your objectives) (v): to fulfil, satisfy, or achieve (đạt được

mục tiêu)

13.show off (phr v): to behave in a way that is intended to attract

attention or admiration, and that other people often find annoying
(khoe khoang)

14.infamous (adj): famous for something considered bad (tai tiếng)

15.renowned (adj): famous for something (được công nhận, được tôn
vinh

16.legendary (adj): very famous and admired or spoken about (huyền

thoại)

Mini 30 You should spend 30 minutes on this task

test minutes

Nowadays, there are many celebrities who are famous for their
glamour and wealth rather than achievements and this sets a bad
example for young people. To what extent do you agree or disagree?

Write a paragraph 100-150 words

[ChatGPT class] Lesson plan 3

SUCCESS AND FAME

Topic
 SUCCESS AND FAME

Preparation

 Make copies of:

 • Worksheet A – One copy per pair
 • Worksheet B – One copy per pair
 • Worksheet C – One for each group of four
 • Worksheet D – One copy for each pair
 • Pictures of famous people, to suit the class, I recommend 6 to 8
 • Names of famous people (try to vary it), maybe two for each student in the
 class (see Stage 8 for information)
 https://www.teachingenglish.org.uk/sites/teacheng/files/Success%20and%20fame
%20worksheets.pdf?
fbclid=IwAR1IubkcyyI2NOa5RDHwGyXNg0sldmK8yadExGPkIF3tOIf90mgr0KFIc
r4_aem_AX-
sCR7pQKGP9Bz74IJIqGgG8qMMPbJYDGUhjpqRrLENr094E0xRx_yvjPiFNOZHbl
KAkrKygIzxmhZqnnJZU_VU

Age group and level

Intermediate +

Time

60 minutes + 30 minutes writing activity.

Procedure

Main Time Details

activity period

Check 5 https://quizizz.com/admin/quiz/66052e62d61a160441109909?
Up:
Quizizz minutes source=quiz_share

Lead 5 Begin by discussing the importance of understanding definitions in

In minutes learning and revise four aforementioned features.

Explain that today's lesson will focus on utilizing ChatGPT to generate

definitions for various terms and concepts.

"Can you define the concept of 'gravity'?"

"What is the definition of 'photosynthesis'?"

"Please provide a definition for 'sustainability'."

"Can you explain the concept of 'cognitive dissonance'?"

"What does 'algorithm' mean?"

"Define the term 'mitosis' in biology."

Stage 1 5 Success is ...

minutes
• Write this short statement on the board and ask students, working in
pairs or small groups to complete the definition according to their own
opinions. Monitor and make suggestions where necessary, but only allow
four or five minutes. Using Chat GPT’s fifth features.

• Then, working as a group, take definitions from the class and write
them on the board to decide which is the best.

Stage 2 10 • Now we start to reflect about how success is defined in real terms. To
minutes do this, I give students a list (Worksheet B) of situations in which people
have achieved something. Their task is simple in theory, to decide which
of the situations are

examples of true success, but it’s most certainly not all black and white,
there are plenty of gray areas. Ask Chat GPT its opinion on this

 A chance to shine. Have the class discuss some of their own

Stage 3 5 successes. Remind them that it doesn’t have to be saving the
minutes world or scoring the winning goal in the world cup... success, as
we have seen, is also the little things. But one tip, have them do
this part in pairs, modesty can be a very great barrier to group
conversation.
 Ask students to list their main successes and rank them in terms
of proudest, most difficult to achieve, most useful today and using
Chat GPT first features to give some facts about famous people
 success.

 Hand out the discussion questions (Worksheet D) and ask

Stage 4 10 students to make conversation about their answers, in pairs. (I use
minutes set questions as a way of getting students focused on a topic,
giving them a chance to say a lot but without requiring them to
invent or create too much, it can be quite a burden to have to do
this for two hours).
 Monitor and take part to suit, and then bring the class together
again to share answers.

Stage 5 20 mins List of today’s vocabulary:

1.Success (n): the achieving of the results wanted or hoped for (sự thành
công)

2.Ambition (n): a strong wish to achieve something (sự tham vọng)

3.Achieve (v): to succeed in finishing something or reaching an aim,

especially after a lot of work or effort (đạt được (mục tiêu lớn))

4.Accomplish (v): to finish something successfully or to achieve

something (hoàn thành, đạt được (mục tiêu nhỏ, cụ thể))

5.Target (n): a level or situation that you intend to achieve (mục tiêu)

6.Compromise (n): an agreement in an argument in which the people

involved reduce their demands or change their opinion in order to agree
(sự thỏa hiệp)

7.Come off (phr v): to happen as planned, or to succeed (đạt kỳ vọng)

8.Go down (as) (phr v): to be remembered or recorded in a particular way

(được nhớ đến, được biết đến)

9.Take off (phr v): to suddenly start to be successful or popular (trở nên
nổi tiếng đột ngột)

11. Attainment (n): the act of achieving something (đạt được (nhấn
mạnh vào sau 1 quá trình))

12.meet (your objectives) (v): to fulfil, satisfy, or achieve (đạt được mục
tiêu)

13.show off (phr v): to behave in a way that is intended to attract

attention or admiration, and that other people often find annoying (khoe
khoang)

14.infamous (adj): famous for something considered bad (tai tiếng)

15.renowned (adj): famous for something (được công nhận, được tôn
 vinh

16.legendary (adj): very famous and admired or spoken about (huyền

thoại)

Mini 30 You should spend 30 minutes on this task

test minutes

Nowadays, there are many celebrities who are famous for their glamour
and wealth rather than achievements and this sets a bad example for
young people. To what extent do you agree or disagree?

Write a paragraph 100-150 words

[Conventional class] Lesson plan 4

FARMING AND THE ENVIRONMENT

Topic
This lesson looks at how farming can damage the environment, but also how climate change can damage
farming

Outcomes
 During and after the lesson, learners will be able to demonstrate they can:
 • make an argument from a perspective they may not agree with
 • participate in a discussion where agreement needs to be reached
 • understand and use key vocabulary around environmental issues.
 Students will learn how to use ChatGPT's sixth features to generate content outlines for
various purposes.
 Students will practice structuring and organizing their ideas effectively using ChatGPT's
assistance.

Age group and level

Intermediate +
Time
60 minutes + 30 minutes writing activity.

Materials
The teacher will need:
• Presentation
• Farming and the environment worksheet
• Farming and the environment worksheets 1–6.
Student worksheet:
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Student_worksheet.pdf
Role 1+2: https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Worksheet
%20Role_1_and_2.pdf
Role 3+4:
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Worksheet%20role
%205%20and%206.pdf
Quizizz: https://quizizz.com/admin/quiz/6607e337052d746ab9f0b7b8?source=quiz_share

Introduction
This lesson looks at how farming can damage the environment, but also how climate change
can make farming difficult with the help of Chat GPT. Students will be discussing farming
and the environment from different perspectives, and some groups will present their ideas to
the whole class.

Procedure
Main Time Details
activity period

Quizizz 10 https://quizizz.com/admin/quiz/6607e337052d746ab9f0b7b8?
minutes source=quiz_share

Lead in 10 Display slide 1 of the presentation.

minutes • Explain to learners that they are going to discuss farming and food,
and in particular the impact of farming and food production on the
environment. Tell them not to worry if they don’t know very much
about farming, because we are going to give them some ideas. Display
slide 2 of the online class PowerPoint or PDF.
• Optional: talk through the student outcomes with your learners

Reading 15 Display slide 4 of the online class PowerPoint or PDF.

and minutes • Explain that the learners are going to work in groups in breakout
discussion rooms to answer some questions about the environmental impacts of
pair-work farming and about how climate change damages the farming
activity community. Read the text on slide 3 out loud, or ask learners to read it
quietly.
• After reading, ask learners if any of the information is surprising to
them.
 • Before they go to breakout rooms ask learners to take a screenshot or
photo of slides 4 and 5. Put them in the breakout rooms in small
groups. Ask them to read the background text again. Then discuss and
answer the two questions on slide 5. Allow them 5 minutes.
• Bring them out of the breakout rooms and display slide 5 of the
presentation. Take whole group feedback, either in the chat or via
their microphones.
• If breakout rooms aren’t available give them individual thinking
time before they share their ideas.
• Display slide 6 of the online class PowerPoint or PDF and talk
through the suggested ideas with your learners.
• Q1. Animals produce methane, chemicals such as pesticides and
fertilizers are dangerous for the environment, cutting down trees
increased carbon in the atmosphere and farming can endanger the
habitat of many animals.
• Q2. Climate change can influence rainfall patterns, so farms can
have too much rain (floods) or not enough (drought), and higher
temperatures can kill some plants and trees.

Useful 15 Display slide 7 of the presentation.

language 1 minutes • Put learners into pairs and explain they will work together using a
private chat. Make sure they know how to do this.
• Tell learners to look at the vocabulary items and match them with
the definitions. They compare ideas with their partner.
1. animal welfare: looking after animals properly
2. Antibiotics: medicines used to manage infections
3. Biodiversity: Many different kinds of plants and animals
4. Bug: Small animals, such as insects and worms.
5. Endangered: An animal or plant that may disappear, for
natural or human reasons
6. factory farm: animals are usually kept inside with very little
space, so that they produce more meat or milk
7. Fertilizers: chemicals used to increase the productivity of
plants or vegetables
8. forced down: pushed down by someone or something
9. Habitat: the natural home environment of a plant or animal
10. Extinct: not existing any longer
11. Call for: require, need, demand
12. Die down: become less noisy, powerful or active
13. Ozone depletion: reduction in the ozone layer
14. Hazardous
15. Atmosphere: the mixture of gases around the Earth
16. Heatwaves: very hot, dry period
17. Severe: extremely bad
Answers • 1G, 2H, 3B, 4A, 5F, 6D, 7I, 8C, 9E, 10P, 11Q, 12O, 13J,
14L, 15N, 16M
• Display slide 9 of the presentation and give learners time to read the
matched definitions.
• Elicit how many they got correct.

Useful 10 Display slide 9 of the presentation

language 2 minutes • Ask learners to continue working with their partner via private chat.
 • Ask learners to come up with definitions for the following
vocabulary: human food chain; killed humanely; methane; nitrous
oxide; organic; pesticides; species
• Nominate individual learners to give you definitions before sharing
slide 10

Mini test 30 You should spend 30 minutes on this task

minutes Many people feel that urban environments are more unhealthy than
they have ever been. What do you think are the main causes of this
problem? What measures can be effective in tackling this problem?
Write a paragraph 100-150 words

[ChatGPT class] Lesson plan 4

FARMING AND THE ENVIRONMENT

Topic
This lesson looks at how farming can damage the environment, but also how climate change can damage
farming

Outcomes
 During and after the lesson, learners will be able to demonstrate they can:
 • make an argument from a perspective they may not agree with
 • participate in a discussion where agreement needs to be reached
 • understand and use key vocabulary around environmental issues.
 Students will learn how to use ChatGPT's sixth features to generate content outlines for
various purposes.
 Students will practice structuring and organizing their ideas effectively using ChatGPT's
assistance.

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
The teacher will need:
• Presentation
• Farming and the environment worksheet
• Farming and the environment worksheets 1–6.
Student worksheet:
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Student_worksheet.pdf
Role 1+2: https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Worksheet
%20Role_1_and_2.pdf
Role 3+4:
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Worksheet%20role
%205%20and%206.pdf
Quizizz: https://quizizz.com/admin/quiz/6607e337052d746ab9f0b7b8?source=quiz_share

Introduction
This lesson looks at how farming can damage the environment, but also how climate change
can make farming difficult with the help of Chat GPT. Students will be discussing farming
and the environment from different perspectives, and some groups will present their ideas to
the whole class.

Procedure
Main Time Details
activity period

Quizizz 10 https://quizizz.com/admin/quiz/6607e337052d746ab9f0b7b8?
minutes source=quiz_share

Lead in 10 Display slide 1 of the presentation.

minutes • Explain to learners that they are going to discuss farming and food,
and in particular the impact of farming and food production on the
environment. Tell them not to worry if they don’t know very much
about farming, because we are going to give them some ideas. Display
slide 2 of the online class PowerPoint or PDF.
• Optional: talk through the student outcomes with your learners

ChatGPT is not just a conversational AI; it's also a powerful tool for
content creation. With its Content Outline Generation capability,
ChatGPT can assist you in structuring your ideas and organizing your
content effectively.

This feature is particularly useful when you're brainstorming for

articles, reports, presentations, or any other type of written content. By
simply providing ChatGPT with a topic or subject matter, it can
quickly generate a detailed outline outlining the main points and
subtopics to be covered.

Prompts:
"ChatGPT, I'm working on a guide about effective time management
techniques. Can you create an outline detailing the main strategies and
subtopics to include?"
 "I'm writing an article on the benefits of meditation for mental health.
Could you provide an outline outlining the key advantages and
sections to cover?"
"Hi ChatGPT! I'm preparing a presentation on renewable energy
sources. Can you generate an outline outlining the main types of
renewable energy and their benefits?"
"I need to create a blog post about the history of artificial intelligence.
Can you generate an outline summarizing the key milestones and
developments in AI history?"

Reading 15 Display slide 4 of the online class PowerPoint or PDF.

and minutes • Explain that the learners are going to work in groups in breakout
discussion rooms to answer some questions about the environmental impacts of
pair-work farming and about how climate change damages the farming
activity community. Read the text on slide 3 out loud, or ask learners to read it
quietly.
• After reading, ask learners if any of the information is surprising to
them.
• Before they go to breakout rooms ask learners to take a screenshot or
photo of slides 4 and 5. Put them in the breakout rooms in small
groups. Ask them to read the background text again. Then discuss and
answer the two questions on slide 5. Allow them 5 minutes.
• Bring them out of the breakout rooms and display slide 5 of the
presentation. Take whole group feedback, either in the chat or via
their microphones.
• If breakout rooms aren’t available give them individual thinking
time before they share their ideas.
• Display slide 6 of the online class PowerPoint or PDF and talk
through the suggested ideas with your learners.
• Q1. Animals produce methane, chemicals such as pesticides and
fertilizers are dangerous for the environment, cutting down trees
increased carbon in the atmosphere and farming can endanger the
habitat of many animals.
• Q2. Climate change can influence rainfall patterns, so farms can
have too much rain (floods) or not enough (drought), and higher
temperatures can kill some plants and trees.

Useful 15 Display slide 7 of the presentation.

language 1 minutes • Put learners into pairs and explain they will work together using a
private chat. Make sure they know how to do this.
• Tell learners to look at the vocabulary items and match them with
the definitions. They compare ideas with their partner.
1. animal welfare: looking after animals properly
2. Antibiotics: medicines used to manage infections
3. Biodiversity: Many different kinds of plants and animals
4. Bug: Small animals, such as insects and worms.
5. Endangered: An animal or plant that may disappear, for
natural or human reasons
6. factory farm: animals are usually kept inside with very little
space, so that they produce more meat or milk
7. Fertilizers: chemicals used to increase the productivity of
plants or vegetables
 8. forced down: pushed down by someone or something
9. Habitat: the natural home environment of a plant or animal
10. Extinct: not existing any longer
11. Call for: require, need, demand
12. Die down: become less noisy, powerful or active
13. Ozone depletion: reduction in the ozone layer
14. Hazardous
15. Atmosphere: the mixture of gases around the Earth
16. Heatwaves: very hot, dry period
17. Severe: extremely bad
Answers • 1G, 2H, 3B, 4A, 5F, 6D, 7I, 8C, 9E, 10P, 11Q, 12O, 13J,
14L, 15N, 16M
• Display slide 9 of the presentation and give learners time to read the
matched definitions.
• Elicit how many they got correct.
 Using Chat GPT’s second feature to explain vocabulary and
giving examples of the word they still have not known

Useful 10 Display slide 9 of the presentation

language 2 minutes • Ask learners to continue working with their partner via private chat.
• Ask learners to come up with definitions for the following
vocabulary: human food chain; killed humanely; methane; nitrous
oxide; organic; pesticides; species
• Nominate individual learners to give you definitions before sharing
slide 10

Mini test 30 You should spend 30 minutes on this task

minutes Many people feel that urban environments are more unhealthy than
they have ever been. What do you think are the main causes of this
problem? What measures can be effective in tackling this problem?
Write a paragraph 100-150 words

[Conventional class] Lesson plan 5

SHOPPING AND SALES TRICKS

Topic
Marketing tricks that stores use

Outcomes
 Raise awareness of common techniques that stores use to make you spend more
 Increase vocabulary to describe stores
 Practise cause–effect language (e.g. so that, in order to, it makes us go/say/etc.)
 Encourage critical thinking, creative skills and collaboration
 Learning and be able to apply Chat GPT’s Key word Detection Feature
Age group and level
Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
1. Student worksheet
https://www.teachingenglish.org.uk/sites/teacheng/files/
Shopping_Sales_tricks_Worksheet.pdf
2. Poster paper (or an internet site which enables students to design a store) Sources:
http://time.com/money/3069933/ways-companies-trick-you-into-buying-more/
http://www.businessinsider.com/tricks-stores-use-to-make-you-spend-more-money-
2015-10#-17

Introduction
Shopping is a popular activity, both on a daily basis and before big events like Christmas and
New Year. Nowadays, stores use numerous tricks to make shoppers spend more money. By
raising awareness of some common marketing tricks, students can be more careful when they
go shopping. In this lesson, students take part in a discussion which tests their awareness of
what happens in their favorite stores. They read a blog about common tricks used by retailers,
which is both interesting and enlightening. Next, students plan their own stores in groups,
applying the new language and information they’ve learned. Finally, they present their ideas
to the class, using posters to help them explain their ideas

Procedure
Main activity Time Details
period

Lead in 10 • If appropriate, ask students how many days there are until
minutes Christmas (or another time when people buy gifts). Explain that
today’s lesson is to learn about techniques that stores use to
make you spend more money.
• Divide students into pairs or groups. Hand out the worksheet.
• Students discuss the questions in Q1. Provide help with the
following vocabulary: checkout counter, window display,
background music, discounts, special deals.
Students use the Internet to be explained about new vocabs.

Reading 15 • Students read the blog individually and silently. Set a time
minutes limit of 10 minutes. • They read and circle three techniques that
they find interesting. After reading, students compare what they
circled. • (Optional) Draw students’ attention to the language of
 cause–effect, for example so that you …, so you …, in order to
…, it makes you … Ask students to find examples. • Put
students into pairs or groups. Explain that they should discuss
the different types of techniques, give examples, and state the
effect they have on us as shoppers. Point out that there is more
than one answer for some.
• Students answer the questions in pairs or groups. Monitor
and help if necessary. AK (possible answers):

1. Techniques about location/layout: 4, 7, 10, 11, 12 Some

(like putting the fitting rooms at the back) make you move from
one place to another so that you see more products. Others (like
the window display) tempt people who are passing by to go
into the store. Others (like putting things at eye level) are done
so that you see the items that make the most profit for the store.
Others sell more products (such as the double deal and the
items at the checkout counter).
2. Tricks of the senses: 1, 2, 6, 8 Some (like tasting and
touching products) make you feel more interest in the items.
Others (like attractive smells and sights) draw you to a certain
part of the store/shelf so that you see what’s there. Others (like
listening) make you shop more slowly so that you buy more.
3. Tricks of the mind: 2, 3, 5, 6, 8, 9 Sale and discount signs are
red so that you react more quickly. Some tricks are about
money (like using .99 in prices) so that you think it’s cheaper
than it is. Stores often change the window display so that we
think there is something new.

Project 10 • Explain that students are going to design their own

minutes store now. In pairs or groups, they
can design a store that sells food or clothes.
• First, encourage students to think clearly about what
kind of store they want to plan and what they will sell in
it. Using the Internet to find examples of famous stores
in the world. Then, follow the steps on the worksheet.
• Students can use a design app on the internet or their
own ideas on a poster.

Presentation 5 Finally, students show their stores to each other and explain
minutes why they have done certain things (for example, ‘We put the
fitting rooms at the back so that customers pass this counter.’).

Useful language 20
1.
minutes Bill (n): a request for payment of money owed, or the piece of
paper on which is written (hóa đơn)

2. Brand (n): a product or a group of product that has its own

name and is made by one particular company (nhãn hàng)

3. Bargain (n): an agreement between two people or groups in

which each promises to do something in exchange for
 something else (sự mặc cả/ sự thỏa thuận mua bán)

4. Sale (n): an event or period of time during which a shop

reduces the price (sự khuyến mãi)

5. Discount (n): a reduction in the price of something (sự giảm

giá)

6. Price (n): the amount of money that you have to pay in order
to buy something (giá tiền)

7. Change (n): the money that is returned to someone who has

paid for something that costs less than the amount that they
gave (tiền thừa)

8. Fortune (n): a large amount of money (của cải, cơ đồ)

9. Checkout (n): the place in a shop where you pay for your
goods (quầy thu ngân)

10. Reufund (v): an amount of money that is given back to you,

especially because you are not happy with a product or service
that you have bought (hoàn tiền)

11. Exchange (v): to change something for something else of a

similar value or type (đổi hàng)

12. Get by (phr v): manage to survive (financially) (vượt qua)

13. Wide range (n): different things of the same type (đa dạng)

14. Item (n): a single thing (món hàng)

15. Labour saving (adj): saving time and effort (tiết kiệm cả tgian
và công sức)

16. Time-saving (adj): to prevent time being wasted or spent

(tkiem tgian)

17. Money-saving (adj): to prevent money being wasted or spent

(tkiem tiền bạc)

18. High-performance (adj): able to operate to a high standard and

at high speed (hiệu năng cao, hiệu suất cao)

19. Shopaholic (n): a person who enjoys shopping very much (tín
đồ mua sắm)

20. Eye-catching (adj): very attractive or noticeable (bắt mắt

Mini test 30 You should spend 30 minutes on this task

 minutes

Nowadays, online shopping becomes more popular than in-

store shopping. Is it a positive or negative impact? Give your
reasons and examples.

Write a paragraph 100-150 words

[ChatGPT class] Lesson 5

SHOPPING AND SALES TRICKS

Topic
Marketing tricks that stores use

Outcomes
 Raise awareness of common techniques that stores use to make you spend more
 Increase vocabulary to describe stores
 Practise cause–effect language (e.g. so that, in order to, it makes us go/say/etc.)
 Encourage critical thinking, creative skills and collaboration
 Learning and be able to apply Chat GPT’s Key word Detection Feature

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
1. Student worksheet
https://www.teachingenglish.org.uk/sites/teacheng/files/
Shopping_Sales_tricks_Worksheet.pdf
2. Poster paper (or an internet site which enables students to design a store) Sources:
http://time.com/money/3069933/ways-companies-trick-you-into-buying-more/
http://www.businessinsider.com/tricks-stores-use-to-make-you-spend-more-money-
2015-10#-17

Introduction
Shopping is a popular activity, both on a daily basis and before big events like Christmas and
New Year. Nowadays, stores use numerous tricks to make shoppers spend more money. By
raising awareness of some common marketing tricks, students can be more careful when they
go shopping. In this lesson, students take part in a discussion which tests their awareness of
what happens in their favorite stores. They read a blog about common tricks used by retailers,
which is both interesting and enlightening. Next, students plan their own stores in groups,
applying the new language and information they’ve learned. Finally, they present their ideas
to the class, using posters to help them explain their ideas

Procedure
Main activity Time Details
period

Lead in 10 • If appropriate, ask students how many days there are until
minutes Christmas (or another time when people buy gifts). Explain that
today’s lesson is to learn about techniques that stores use to
make you spend more money.
• Divide students into pairs or groups. Hand out the worksheet.
• Students discuss the questions in Q1. Provide help with the
following vocabulary: checkout counter, window display,
background music, discounts, special deals.
Students use Chat GPT’s second feature to be explained about
new vocabs.
 New feature: Keyword Detection
Explain that ChatGPT, an AI language model, can be
used for keyword detection by crafting prompts that
elicit specific responses containing the desired
keywords.
Provide examples of scenarios where keyword detection
can be useful, such as content filtering, sentiment
analysis, or information extraction.

Prompts:
Please analyze the following text and identify any key
words or phrases related to artificial intelligence.
Could you analyze the text provided and pick out any
words or phrases that seem particularly relevant to the
subject matter?
Can you extract key terms about “apple” from the
following passage?

Reading 15 • Students read the blog individually and silently. Set a time
minutes limit of 10 minutes. • They read and circle three techniques that
they find interesting. After reading, students compare what they
circled. • (Optional) Draw students’ attention to the language of
cause–effect, for example so that you …, so you …, in order to
…, it makes you … Using Chat GPT new feature to do that.
Ask students to find examples. • Put students into pairs or
groups. Explain that they should discuss the different types of
 techniques, give examples, and state the effect they have on us
as shoppers. Point out that there is more than one answer for
some.
• Students answer the questions in pairs or groups. Monitor
and help if necessary. AK (possible answers):

1. Techniques about location/layout: 4, 7, 10, 11, 12 Some

(like putting the fitting rooms at the back) make you move from
one place to another so that you see more products. Others (like
the window display) tempt people who are passing by to go
into the store. Others (like putting things at eye level) are done
so that you see the items that make the most profit for the store.
Others sell more products (such as the double deal and the
items at the checkout counter).
2. Tricks of the senses: 1, 2, 6, 8 Some (like tasting and
touching products) make you feel more interest in the items.
Others (like attractive smells and sights) draw you to a certain
part of the store/shelf so that you see what’s there. Others (like
listening) make you shop more slowly so that you buy more.
3. Tricks of the mind: 2, 3, 5, 6, 8, 9 Sale and discount signs are
red so that you react more quickly. Some tricks are about
money (like using .99 in prices) so that you think it’s cheaper
than it is. Stores often change the window display so that we
think there is something new.

Project 10 • Explain that students are going to design their own

minutes store now. In pairs or groups, they
can design a store that sells food or clothes.
• First, encourage students to think clearly about what
kind of store they want to plan and what they will sell in
it. Using Chat GPT to find examples of famous stores in
the world. Then, follow the steps on the worksheet.
• Students can use a design app on the internet or their
own ideas on a poster.

Presentation 5 Finally, students show their stores to each other and explain
minutes why they have done certain things (for example, ‘We put the
fitting rooms at the back so that customers pass this counter.’).

Useful language 20
1. Bill (n): a request for payment of money owed, or the piece of
minutes
paper on which is written (hóa đơn)

2. Brand (n): a product or a group of product that has its own

name and is made by one particular company (nhãn hàng)

3. Bargain (n): an agreement between two people or groups in

which each promises to do something in exchange for
something else (sự mặc cả/ sự thỏa thuận mua bán)

4. Sale (n): an event or period of time during which a shop

 reduces the price (sự khuyến mãi)

5. Discount (n): a reduction in the price of something (sự giảm

giá)

6. Price (n): the amount of money that you have to pay in order to
buy something (giá tiền)

7. Change (n): the money that is returned to someone who has

paid for something that costs less than the amount that they
gave (tiền thừa)

8. Fortune (n): a large amount of money (của cải, cơ đồ)

9. Checkout (n): the place in a shop where you pay for your goods
(quầy thu ngân)

10. Reufund (v): an amount of money that is given back to you,

especially because you are not happy with a product or service
that you have bought (hoàn tiền)

11. Exchange (v): to change something for something else of a

similar value or type (đổi hàng)

12. Get by (phr v): manage to survive (financially) (vượt qua)

13. Wide range (n): different things of the same type (đa dạng)

14. Item (n): a single thing (món hàng)

15. Labour saving (adj): saving time and effort (tiết kiệm cả tgian
và công sức)

16. Time-saving (adj): to prevent time being wasted or spent

(tkiem tgian)

17. Money-saving (adj): to prevent money being wasted or spent

(tkiem tiền bạc)

18. High-performance (adj): able to operate to a high standard and

at high speed (hiệu năng cao, hiệu suất cao)

19. Shopaholic (n): a person who enjoys shopping very much (tín
đồ mua sắm)

20. Eye-catching (adj): very attractive or noticeable (bắt mắt

Mini test 30 You should spend 30 minutes on this task

minutes

Nowadays, online shopping becomes more popular than in-

 store shopping. Is it a positive or negative impact? Give your
reasons and examples.

Write a paragraph 100-150 words

[Conventional Class] Lesson plan 6

21st-century jobs

Topic
The future of work and its impact on the environment

Outcomes
During and after the lesson, learners will be able to demonstrate they can:
• work collaboratively to analyse and discuss the future of work and its environmental impacts
by
using 21st-century skills
• use a selection of modal verbs as required
• write a short analytical paragraph on a collaborative basis.

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
The teacher will need:
• Student worksheets
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/21st%20century%20jobs
%20Adult%20Student%20worksheet.pdf
• All the content from the student worksheets is on the downloadable class PowerPoint
slides.

Introduction
This lesson will encourage learners to discuss the future of work and the environmental
impact that the workplace can and could have. They will consider both the types of jobs that
we can expect to develop in the 21st century and the nature and characteristics of the jobs.
The final task will be to make a list of ideas for the future of work in the light of the climate
crisis and global inequality.

Procedure
Main activity Time Details
period

Lead in 10 Ask your students to think about what their ideal job is. They don’t
minutes need to write anything. (Ask additional questions based on
students’ answer)

Introduction 10 • Show slide 4 of the class PowerPoint (Impacts and differences)

activity minutes Explain to learners that they are going to do a collaborative
brainstorming activity and will consider two questions:
o What are some of the environmental impacts of the workplace?
o How might jobs in the 21st century be different from ‘older’
jobs?
• Divide learners into breakout rooms of four to six and ask them
to discuss the two questions. Students can search on the Internet to
provide some real examples relating to these questions.
• After about 5 minutes, bring students back into the main room.
Collect ideas from the groups and discuss them at class level,
putting some on the whiteboard if available. Accept all ideas, as
the objective of this is to stimulate learners’ knowledge of the
world and creativity for the next activities.

Critical 20 Show slide 6 of the class PowerPoint (Worksheet 1) Tell learners

thinking and minutes they are going to discuss jobs of the future and answer two
idea questions.
development : - What types of jobs will we have in the rest of the century?
• Show slide 7 of the class PowerPoint (Worksheet 2) Go through
the information on slide 7 so that learners understand question 2 of
the task:
- What will be the structure and characteristics of work in the rest
of the century?
• Either share worksheet 1 with your learners using an online
sharing site (Google Drive, Dropbox, etc.) or ask them to take a
photo of slides 6 and 7 using their mobile device.
• Put the learners into breakout rooms and give them
approximately ten minutes to complete the task.
• Each group should work on the task for about ten minutes,
covering both section one and section two. They should make
notes or use worksheet 1 to write their ideas. Visit each group and
monitor their discussions, offering advice and support as needed.
• Ask representatives from each group to share some of their
group’s ideas from the task with the rest of the class.
 • Show slide 8 of the class PowerPoint (Worksheet 2A) and
explain that it shows some of the jobs that may exist in the 21st
century. Ask students if they included any of the jobs on the list. •
Show slide 9 of the class PowerPoint (Worksheet 2B) and explain
that it shows a number of questions that learners could think about
when answering question 2 of the task.
• Either share worksheet 2 with your learners using an online
sharing site (Google Drive, Dropbox, etc.) or ask them to take a
photo of slides 8 and 9 using their mobile device.
* Show slide 9 of the class PowerPoint or PDF (Worksheet 2B).
Conduct whole-class feedback, focusing on some of the questions
on the slide.

Useful 20 Employer (n) H. a person or organization that employs people

language minutes

Wages (n) I. a particular amount of money that is paid, usually

every week, to an employee, especially one who does work that
needs physical skills or strength, rather than
a job needing a college education

Salary (n)E. a fixed amount of money agreed every year as pay for
an employee, usually paid directly into his or
her bank account every month

Retire (v) G. to leave your job or stop working because

of old age or ill health

Make redundant (n) C. if someone is made redundant, they have

been told that they must leave their job because they are no longer
needed

Overtime (adv, n) F. (time spent working) after

the usual time needed or expected in a job

Pension (n) D. an amount of money paid regularly by

the government or a private company to a person who does
not work any more because they are too old or have become ill

Bring out (phr v) A. produce and start to sell a new product

Turn down (phr v) B. to refuse an offer or request

Set out (phr v) P. start working on sth in order to achieve an aim

Run (v) R. to (cause something to) operate

 Nine-to-five jobs (n) Q. jobs that people work in fixed hours,
always the same

Apply for (n) O. finding a job

Promote (v) N. to encourage people to like, buy, use, do,

or support something

Paperwork (n) L. the part of a job that involves writing letters and
reports and keeping records

Make appointments (v) K. arrange a time when you meet someone

Tempting (adj) S. If something is tempting, you want to do or have

it

Feel cut-off (v) J. a person or place to become separate,

or cause someone to be or feel alone

Stand in for (phr v) M. do sb's job for them while they are not
available

Mini test 30 You should spend 30 minutes on this task

minutes

Discuss the advantages or disadvantages of working from home

Write a paragraph 100-150 words

[ChatGPT Class] Lesson plan 6

21st-century jobs

Topic
The future of work and its impact on the environment

Outcomes
 During and after the lesson, learners will be able to demonstrate they can:
• work collaboratively to analyse and discuss the future of work and its environmental impacts
by
using 21st-century skills
• use a selection of modal verbs as required
• write a short analytical paragraph on a collaborative basis.

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
The teacher will need:
• Student worksheets
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/21st%20century%20jobs
%20Adult%20Student%20worksheet.pdf
• All the content from the student worksheets is on the downloadable class PowerPoint
slides.

Introduction
This lesson will encourage learners to discuss the future of work and the environmental
impact that the workplace can and could have. They will consider both the types of jobs that
we can expect to develop in the 21st century and the nature and characteristics of the jobs.
The final task will be to make a list of ideas for the future of work in the light of the climate
crisis and global inequality.

Procedure
Main activity Time Details
period

Lead in 10 Ask your students to think about what their ideal job is. They
minutes don’t need to write anything.
• Select a few learners to explain what their ideal job is and why?
Explain to students how ChatGPT can be used to create quizzes by
providing prompts related to a specific topic.
Discuss the types of questions that can be generated, such as
multiple-choice, true/false, or short answer, and the process of
 refining the questions and answers.
Prompts:
“Create a quiz about epic journeys and daring explorations”
“Imagine a quiz about myths, legends, and folklore from around
the world. Include questions about gods and goddesses, legendary
heroes.”
“Generate a quiz about the mysteries of outer space and the
cosmos”
Each student asks Chat GPT to create 3 quizzes with answers
about vocabulary relating to jobs and working environment to ask
his classmate.

Introduction 10 • Show slide 4 of the class PowerPoint (Impacts and differences)

activity minutes Explain to learners that they are going to do a collaborative
brainstorming activity and will consider two questions:
o What are some of the environmental impacts of the workplace?
o How might jobs in the 21st century be different from ‘older’
jobs?
• Divide learners into breakout rooms of four to six and ask them
to discuss the two questions. Students can ask Chat GPT to
provide some real examples relating to these questions.
• After about 5 minutes, bring students back into the main room.
Collect ideas from the groups and discuss them at class level,
putting some on the whiteboard if available. Accept all ideas, as
the objective of this is to stimulate learners’ knowledge of the
world and creativity for the next activities.

Critical 20 Show slide 6 of the class PowerPoint (Worksheet 1) Tell learners

thinking and minutes they are going to discuss jobs of the future and answer two
idea questions.
development : - What types of jobs will we have in the rest of the century?
• Show slide 7 of the class PowerPoint (Worksheet 2) Go through
the information on slide 7 so that learners understand question 2 of
the task:
- What will be the structure and characteristics of work in the rest
of the century?
• Either share worksheet 1 with your learners using an online
sharing site (Google Drive, Dropbox, etc.) or ask them to take a
photo of slides 6 and 7 using their mobile device.
• Put the learners into breakout rooms and give them
approximately ten minutes to complete the task.
• Each group should work on the task for about ten minutes,
covering both section one and section two. They should make
notes or use worksheet 1 to write their ideas. Visit each group and
monitor their discussions, offering advice and support as needed.
• Ask representatives from each group to share some of their
group’s ideas from the task with the rest of the class.
• Show slide 8 of the class PowerPoint (Worksheet 2A) and
explain that it shows some of the jobs that may exist in the 21st
century. Ask students if they included any of the jobs on the list.
Students can ask Chat GPT to find more jobs.
• Show slide 9 of the class PowerPoint (Worksheet 2B) and
 explain that it shows a number of questions that learners could
think about when answering question 2 of the task.
• Either share worksheet 2 with your learners using an online
sharing site (Google Drive, Dropbox, etc.) or ask them to take a
photo of slides 8 and 9 using their mobile device.
* Show slide 9 of the class PowerPoint or PDF (Worksheet 2B).
Conduct whole-class feedback, focusing on some of the questions
on the slide.

Useful 20 Employer (n) H. a person or organization that employs people

language minutes

Wages (n) I. a particular amount of money that is paid, usually

every week, to an employee, especially one who does work that
needs physical skills or strength, rather than
a job needing a college education

Salary (n)E. a fixed amount of money agreed every year as pay for
an employee, usually paid directly into his or
her bank account every month

Retire (v) G. to leave your job or stop working because

of old age or ill health

Make redundant (n) C. if someone is made redundant, they have

been told that they must leave their job because they are no longer
needed

Overtime (adv, n) F. (time spent working) after

the usual time needed or expected in a job

Pension (n) D. an amount of money paid regularly by

the government or a private company to a person who does
not work any more because they are too old or have become ill

Bring out (phr v) A. produce and start to sell a new product

Turn down (phr v) B. to refuse an offer or request

Set out (phr v) P. start working on sth in order to achieve an aim

Run (v) R. to (cause something to) operate

Nine-to-five jobs (n) Q. jobs that people work in fixed hours,

always the same
 Apply for (n) O. finding a job

Promote (v) N. to encourage people to like, buy, use, do,

or support something

Paperwork (n) L. the part of a job that involves writing letters and
reports and keeping records

Make appointments (v) K. arrange a time when you meet someone

Tempting (adj) S. If something is tempting, you want to do or

have it

Feel cut-off (v) J. a person or place to become separate,

or cause someone to be or feel alone

Stand in for (phr v) M. do sb's job for them while they are not
available

Mini test 30 You should spend 30 minutes on this task

minutes

Discuss the advantages or disadvantages of working from home

Write a paragraph 100-150 words

[Conventional class] Lesson plan 7

Fake news

Topic
Learning how to identify fake websites

Outcomes
• Expand knowledge of vocabulary related to news and the media
• Recognise fake news through discussion and reading
 • Use critical thinking, collaboration and media literacy skills
Introduce ChatGPT as a tool that can assist in generating relevant follow-up questions in
conversations.

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
1. Worksheet
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-03/
Fake_news_student_worksheet.pdf
2. Presentation (This can replace the worksheet)
3. High-tech classes: Use the internet. Send students to the two websites online. Low-tech
classes: Make photocopies of the two website pages and hand them out to students.
https://zapatopi.net/treeoctopus/
https://www.atlasobscura.com/places/octopus-tree-of-oregon

Introduction
The lesson begins with a brief discussion about news and fake news. Students then skim read
two webpages. One website is about the Tree Octopus (a spoof), while the other is about the
Octopus Tree. After a brief reading comprehension activity, students study the websites, using
a set of questions to help them. The goal is to discover which one is the fake website and why
it’s fake! As a final activity, students find other fake news stories currently circulating the
internet. They choose one from the list and design a post or meme advising their friends not to
fall for it.

Procedure
Main Time Details
activity period

Lead in 10 • Tell the class that today’s lesson is about real and fake news
minutes websites.
• Hand out the worksheet or display slide 2. Ask students to answer
Task 1 in small groups.
• Bring the class back together. Elicit the meaning of ‘fake news’.
• Encourage students to come up to the board and write a simple
 definition. Use prompts to help them develop a more complete
definition as a class, e.g. Is it deliberate? Is it always a complete lie or
does it contain some true elements? Where do you find it? How is it
spread? Why is it done? Read out the definition or display slide 3.
Definition
Fake news: the deliberate spreading of misinformation or hoaxes
spread via traditional
print and broadcast news media or online media. Fake news is written
and published
usually with the intent to mislead in order to damage an agency, entity
or person,
and/or gain financially or politically, often using sensationalist,
dishonest or outright
fabricated headlines and images to increase readership. (Wikipedia)
Fake news: false stories that appear to be news, spread on the internet
or using other
media, usually created to influence political views or as a joke.
(Cambridge Dictionary)

Reading 15 • Introduce Task 2 of the worksheet. Or display slide 4 and ask

minutes learners to copy the table into their notebooks.
• Tell the class that they are going to skim read two website pages.
One site is about a Tree Octopus, the other is about an Octopus Tree.
(Important: don’t explain yet that one is fake.)
• Send students to the websites (high-tech) or give them the
photocopies (low-tech).
https://zapatopi.net/treeoctopus/
https://www.atlasobscura.com/places/octopus-tree-of-oregon
• Set a time limit. Monitor and help students as they read the two
websites quickly, looking for specific information. Use Chat GPT to
looking up unknown vocabulary and give examples. Then briefly
check the answers below or display .
Answer key: Tree Octopus
Habitat: In the temperate rainforests of the west coast of North
America.

Characteristics: The octopus has eight arms. On average (measured

from arm-tip tomantle-tip) it is 30–33cm long. It is amphibious,
intelligent and its eyesight is comparable to that of humans.
History: The octopus has become endangered because the fashion
industry began to kill it in large numbers and sell it to the rich in the
form of hat ornaments.
Answer key: Octopus Tree
Habitat: Pacific Northwest coast of the USA
Characteristics: The tree itself extends from a central base that is 15
metres around, and instead of shooting straight up with a central
trunk, the body of the tree splits into a number of smaller trunks.
History: It is believed to be around 250 to 300 years old. No one
knows how this tree came to have so many trunks.

Discovery 10 Lead students into Task 3. Explain that one of the two websites was
 activity minutes fake! Invite
them to guess which one, but don’t give away the answer!
• Turn to p.2 of the worksheet or display slides 6 and 7. Explain that
we can use five
questions to help us validate websites. Pre-teach some useful
vocabulary from the questions: credible/genuine/authentic/legitimate,
suspicious, sensational, source, layout, URL, headline, reverse
Google image search, Photoshop.
• Ask students to work in groups. Tell them to apply the questions to
the two websites
in order to find out which one is fake. Students make notes of the
evidence that shows the fake one. Note: students can divide up the
questions between them to make the activity quicker and easier.
• Finally, as a whole class, elicit the answers. Ask: Which one is fake?
(The Tree Octopus). How do you know? Elicit the evidence that
proves it’s fake (1. The URL is incomplete; 2. the content – see the
section on history – is sensational and not
credible; 3. the images of the octopus consist entirely of artwork and
Photoshopped images – a reverse image search shows this; 4. there is
no ‘About Us’ section or contact information on the page; 5. a simple
check on more credible websites, such
as Snopes and Wikipedia, reveals that the creature doesn’t exist.)
• Optional: Have students look at the Wikipedia entry for the Tree
Octopus and the Octopus Tree. Additionally, invite them to look at the
Snopes page, which explains
that it’s fake. (Note that this excellent Tree Octopus site has been used
in schools around the world to test students’ media literacy skills.)
• Ask students: Did you guess it was fake? How? What do you think
of the quality of the fake website?

Useful 20 mins Top tips for staying safe online

languages On social media, it’s important to think about who can see your
personal information:
• If you have to give personal information (e.g. date of birth, address)
when you create an account,
make sure that it's kept private. It’s better not to give this information
if you don’t have to.
• Always check your privacy settings [choices on your account about
what people see on your profile]
regularly and make sure you understand who can see what you post.
For example, often your profile picture is public, but you can usually
make posts on your timeline [collection of photos and other posts on
your profile] private.
• Remember that if you are tagged [your name and a link to your
profile is added] in someone else’s post,
it might be seen by a lot of people you don’t know. You can ask
people to remove the tag if necessary.
• Use direct messages [messages that only the people in the
conversation can see] for private conversations, especially if you
discuss where you live, paying forthings, etc.
• Delete old accounts on sites that you are not using any more. You
might forget what information they contain, or the default[what
 happens automatically if you don’t change it] privacy settings might
change.
The film was shot / made on location in Australia. [filmed in a real
place, not in a studio]
Within minutes of the event, people were tweeting about it. [posting
very short messages on the Internet]
A popular or tabloid newspaper usually focuses on sensation rather
than real news, whereas a quality newspaper is usually more
interested in serious news.
The (mass) media refers to TV, radio, newspapers and the Internet,
i.e. means of communication which reach very large numbers of
people.

Writing 30 mins Fake news is becoming increasingly common in the era of social
media. What problems will it cause to individuals and the society?
Suggest some measures to deal with it.

[ChatGPT class] Lesson plan 7

Fake news

Topic
Learning how to identify fake websites

Outcomes
• Expand knowledge of vocabulary related to news and the media
• Recognise fake news through discussion and reading
• Use critical thinking, collaboration and media literacy skills
Introduce ChatGPT as a tool that can assist in generating relevant follow-up questions in
conversations.

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.
Materials
1. Worksheet
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-03/
Fake_news_student_worksheet.pdf
2. Presentation (This can replace the worksheet)
3. High-tech classes: Use the internet. Send students to the two websites online. Low-tech
classes: Make photocopies of the two website pages and hand them out to students.
https://zapatopi.net/treeoctopus/
https://www.atlasobscura.com/places/octopus-tree-of-oregon

Introduction
The lesson begins with a brief discussion about news and fake news. Students then skim read
two webpages. One website is about the Tree Octopus (a spoof), while the other is about the
Octopus Tree. After a brief reading comprehension activity, students study the websites, using
a set of questions to help them. The goal is to discover which one is the fake website and why
it’s fake! As a final activity, students find other fake news stories currently circulating the
internet. They choose one from the list and design a post or meme advising their friends not to
fall for it.

Procedure
Main Time Details
activity period

Lead in 10 • Tell the class that today’s lesson is about real and fake news
minutes websites.
• Hand out the worksheet or display slide 2. Ask students to answer
Task 1 in small groups.
Introduce ChatGPT as a tool that can assist in generating relevant
follow-up questions in conversations.
Prompt:
Hi, I'm [name], and I'm preparing for a job interview for a position in
[role and industry]. Could you act as the interviewer and ask me
some questions?
I am a candidate for a project manager role at a technology startup.
Can you ask me questions about my project management experience,
leadership skills, and ability to handle tight deadlines.
• Bring the class back together. Elicit the meaning of ‘fake news’.
• Encourage students to come up to the board and write a simple
definition. Use prompts to help them develop a more complete
definition as a class, e.g. Is it deliberate? Is it always a complete lie or
does it contain some true elements? Where do you find it? How is it
spread? Why is it done? Read out the definition or display slide 3.
Use Chat GPT feature of giving definition and facts that have been
 taught in previous class to give definition about fake news
Definition
Fake news: the deliberate spreading of misinformation or hoaxes
spread via traditional
print and broadcast news media or online media. Fake news is written
and published
usually with the intent to mislead in order to damage an agency, entity
or person,
and/or gain financially or politically, often using sensationalist,
dishonest or outright
fabricated headlines and images to increase readership. (Wikipedia)
Fake news: false stories that appear to be news, spread on the internet
or using other
media, usually created to influence political views or as a joke.
(Cambridge Dictionary)

Reading 15 • Introduce Task 2 of the worksheet. Or display slide 4 and ask

minutes learners to copy the table into their notebooks.
• Tell the class that they are going to skim read two website pages.
One site is about a Tree Octopus, the other is about an Octopus Tree.
(Important: don’t explain yet that one is fake.)
• Send students to the websites (high-tech) or give them the
photocopies (low-tech).
https://zapatopi.net/treeoctopus/
https://www.atlasobscura.com/places/octopus-tree-of-oregon
• Set a time limit. Monitor and help students as they read the two
websites quickly, looking for specific information. Use Chat GPT to
looking up unknown vocabulary and give examples. Then briefly
check the answers below or display .
Answer key: Tree Octopus
Habitat: In the temperate rainforests of the west coast of North
America.

Characteristics: The octopus has eight arms. On average (measured

from arm-tip tomantle-tip) it is 30–33cm long. It is amphibious,
intelligent and its eyesight is comparable to that of humans.
History: The octopus has become endangered because the fashion
industry began to kill it in large numbers and sell it to the rich in the
form of hat ornaments.
Answer key: Octopus Tree
Habitat: Pacific Northwest coast of the USA
Characteristics: The tree itself extends from a central base that is 15
metres around, and instead of shooting straight up with a central
trunk, the body of the tree splits into a number of smaller trunks.
History: It is believed to be around 250 to 300 years old. No one
knows how this tree came to have so many trunks.

Discovery 10 Lead students into Task 3. Explain that one of the two websites was
activity minutes fake! Invite
them to guess which one, but don’t give away the answer!
• Turn to p.2 of the worksheet or display slides 6 and 7. Explain that
 we can use five
questions to help us validate websites. Pre-teach some useful
vocabulary from the questions: credible/genuine/authentic/legitimate,
suspicious, sensational, source, layout, URL, headline, reverse
Google image search, Photoshop.
• Ask students to work in groups. Tell them to apply the questions to
the two websites
in order to find out which one is fake. Students make notes of the
evidence that shows the fake one. Note: students can divide up the
questions between them to make the activity quicker and easier.
• Finally, as a whole class, elicit the answers. Ask: Which one is fake?
(The Tree Octopus). How do you know? Elicit the evidence that
proves it’s fake (1. The URL is incomplete; 2. the content – see the
section on history – is sensational and not
credible; 3. the images of the octopus consist entirely of artwork and
Photoshopped images – a reverse image search shows this; 4. there is
no ‘About Us’ section or contact information on the page; 5. a simple
check on more credible websites, such
as Snopes and Wikipedia, reveals that the creature doesn’t exist.)
• Optional: Have students look at the Wikipedia entry for the Tree
Octopus and the Octopus Tree. Additionally, invite them to look at the
Snopes page, which explains
that it’s fake. (Note that this excellent Tree Octopus site has been used
in schools around the world to test students’ media literacy skills.)
• Ask students: Did you guess it was fake? How? What do you think
of the quality of the fake website?

Useful 20 mins Top tips for staying safe online

languages On social media, it’s important to think about who can see your
personal information:
• If you have to give personal information (e.g. date of birth, address)
when you create an account,
make sure that it's kept private. It’s better not to give this information
if you don’t have to.
• Always check your privacy settings [choices on your account about
what people see on your profile]
regularly and make sure you understand who can see what you post.
For example, often your profile picture is public, but you can usually
make posts on your timeline [collection of photos and other posts on
your profile] private.
• Remember that if you are tagged [your name and a link to your
profile is added] in someone else’s post,
it might be seen by a lot of people you don’t know. You can ask
people to remove the tag if necessary.
• Use direct messages [messages that only the people in the
conversation can see] for private conversations, especially if you
discuss where you live, paying forthings, etc.
• Delete old accounts on sites that you are not using any more. You
might forget what information they contain, or the default[what
happens automatically if you don’t change it] privacy settings might
change.
The film was shot / made on location in Australia. [filmed in a real
 place, not in a studio]
Within minutes of the event, people were tweeting about it. [posting
very short messages on the Internet]
A popular or tabloid newspaper usually focuses on sensation rather
than real news, whereas a quality newspaper is usually more
interested in serious news.
The (mass) media refers to TV, radio, newspapers and the Internet,
i.e. means of communication which reach very large numbers of
people.

Writing 30 mins Fake news is becoming increasingly common in the era of social
media. What problems will it cause to individuals and the society?
Suggest some measures to deal with it.

[Conventional Class] Lesson plan 8

Music is Great

Topic
Music and music festivals

Outcomes
Identify the meaning of vocabulary in the context of music festivals
• Find out information about a UK festival while practicing reading skills
• Participate in a discussion about what makes a dream festival
• Give a presentation about a dream festival

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
Student worksheet
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Music_is_Great_StudentWor
ksheet.pdf
Presentation

Procedure
Main Time Details
activity period

Lead in 10 minutes Refer students to the Lead-in activity in the student worksheet or
show slide 2 of the presentation.
The poster shows a photo of Reading Festival, an annual music
festival that takes place in Reading, England.
• Elicit / teach the meanings of the words in question 1. Ask
students to suggest other adjectives e.g. noisy, overwhelming,
fun. There are no correct suggestions. Elicit whether the
adjectives have a positive or negative meaning e.g.
‘overcrowded’ and ‘claustrophobic’ have negative meanings.
Search on the Internet the words you don’t know.
• In pairs or groups, students discuss questions 2 and 3. You may
need to give a time limit for this discussion if students are
enthusiastic about music!
• Invite some pairs to share their answers to question 3.

Pre- 10 minutes Refer students to Task 1 in the student worksheet or show slide 3
reading of the presentation. Individually or in pairs students match the
vocabulary words and definitions.
activity • Provide the answers or ask students to provide answers.
Answers: 1c, 2e, 3b, 4h, 5f, 6a, 7d, 8g Note: You could print and
cut the table into individual cards for students to physically
match. Ask quick finishers to write synonyms / antonyms for the
words. Using Chat GPT’s feature to give synonyms and
antonyms. Note: It may be useful to show pictures of some of the
words e.g. wellies, quagmire.

Reading 15 minutes Tell students that they are going to read about Glastonbury
Festival, a major festival in England. Students search on the
Internet to give information about this festival and share what
they have found to class. Explain that they will have a time limit
to read the text. As they read, they should note anything that
surprises them.
• Refer students to Task 2 in the student worksheet or show slides
4-5 of the presentation. If students are reading the complete text
in the worksheet, give them approximately 5-6 minutes to read. If
you use the slides, give students 2-3 minutes to read the text on
each slide. Explain that this will help them
develop the skill of reading to find the gist of a text.
• Ask some students to say if they found anything surprising.
• Put students into pairs or small groups. Tell them to discuss the
questions below the reading text. Invite some pairs / groups to
 share their thoughts. The questions are available on slide 6 of the
presentation. If you are using the presentation, you could write
the questions on the board and show slides 4-5 again.

Suggested answers: 1. There are many more people (more than

100 times as many people), it’s much more expensive, it has
distinct zones for different tastes.
2. Michael Eavis still runs the festival (with his daughter), it is
still on the same farm in SW England. 3. Wet weather (& mud),
‘fencejumpers’ (people who get in without paying), fire (the
Pyramid stage burnt down). 4. They’ve built a ‘superfence’ and
have increased security, they built a new Pyramid stage. People at
the festival accept the mud! 5. They give money to charity. 6.
Some disadvantages are: local traffic problems, overcrowding,
noise pollution, environmental impact (e.g. litter), lack of
hygiene facilities, expense.
Note: If it’s possible, you could show images / videos of
Glastonbury Festival.
https://www.youtube.com/watch?v=Rt-
3z2djgKU&list=PLlJ6mcpK7uj5vz5ZtpqxPd8p9sklNyhit

Useful 20 mins Collocations for musical activities

English 1. She plays the guitar but she doesn’t read music. She plays by
languages ear. She’s got a good ear. She can pick out a tune. You can
make music in lots of ways. You don’t need to be a trained
musician to enjoy music to the full. (to see or recognize)
2. Everyone in the village attends a big feast in the evening [big
meal to celebrate something].
3. The festival is a time of renewal. (to improve)
4. The parade in the town square was a very colourful spectacle.
(a sight, especially one that is very impressive or
wonderful)
1. A lot of people are very superstitious, especially about
numbers and colours. [have illogical beliefs about hidden forces
in nature]
2. The festival celebrated the centenary/bi-centenary of the
country’s independence. [100th anniversary/ 200th anniversary]
3. The Rio de Janeiro Carnival is always a very flamboyant and
raucous event. [extremely colourful and exaggerated] [very
noisy]
4. The Festival of the Dead is very sombre and atmospheric.
[serious, heavy and sad] [has a special feeling or atmosphere] It
can be traced back to pagan times. [its origin may be found in]
[the times when people believed that nature had special powers]
5. The annual holiday commemorates all those who died in the
country’s civil war. [respects and remembers off icially; formal]
Writing 30 mins You should spend 30 minutes on this task

Some people say that music is a good way of bringing people of

different cultures and ages together. To what extent do you agree or
disagree with this opinion?

Write a paragraph 100 -150 words

[ChatGPT class] Lesson plan 8

Music is Great

Topic
Music and music festivals

Outcomes
Identify the meaning of vocabulary in the context of music festivals
• Find out information about a UK festival while practicing reading skills
• Participate in a discussion about what makes a dream festival
• Give a presentation about a dream festival

Age group and level

Intermediate +

Time
60 minutes + 30 minutes writing activity.

Materials
Student worksheet
https://www.teachingenglish.org.uk/sites/teacheng/files/2024-01/Music_is_Great_StudentWor
ksheet.pdf
Presentation

Procedure
Main Time Details
activity period
 Lead in 10 minutes Refer students to the Lead-in activity in the student worksheet or
show slide 2 of the presentation.
The poster shows a photo of Reading Festival, an annual music
festival that takes place in Reading, England.
• Elicit / teach the meanings of the words in question 1. Ask
students to suggest other adjectives e.g. noisy, overwhelming,
fun. There are no correct suggestions. Elicit whether the
adjectives have a positive or negative meaning e.g.
‘overcrowded’ and ‘claustrophobic’ have negative meanings. For
any unknown word, using Chat GPT’s feature of explaining
vocabulary and giving examples.
• In pairs or groups, students discuss questions 2 and 3. You may
need to give a time limit for this discussion if students are
enthusiastic about music! Using Chat GPT for brainstorming
ideas.
• Invite some pairs to share their answers to question 3.

Pre- 10 minutes Refer students to Task 1 in the student worksheet or show slide 3
reading of the presentation. Individually or in pairs students match the
vocabulary words and definitions.
activity • Provide the answers or ask students to provide answers.
Answers: 1c, 2e, 3b, 4h, 5f, 6a, 7d, 8g Note: You could print and
cut the table into individual cards for students to physically
match. Ask quick finishers to write synonyms / antonyms for the
words. Using Chat GPT’s feature to give synonyms and
antonyms. Note: It may be useful to show pictures of some of the
words e.g. wellies, quagmire.

Reading 15 minutes Tell students that they are going to read about Glastonbury
Festival, a major festival in England. Students ask Chat GPT to
give information about this festival and share what they have
found to class. Explain that they will have a time limit to read the
text. As they read, they should note anything that surprises them.
Introduce to Chat GPT’s Article Summarization
ChatGPT as an AI language model capable of generating human-
like text.
Explain that ChatGPT can be used to generate summaries of
articles quickly and efficiently.
Discuss the benefits of using AI for summarization, such as speed
and consistency.PT and Article Summarization
Prompts
"Can you summarize the main points of the article titled 'Climate
Change Impacts on Biodiversity'?"
"I'd like a brief summary of the article 'The Rise of Artificial
Intelligence in Healthcare'."
"Could you provide a concise overview of the article 'Effects of
Social Media on Mental Health'?"
"Summarize the key findings from the article 'The Future of
Renewable Energy Technologies.'"
"Please give me a summary of the article 'COVID-19 Vaccination
Strategies: Global Approaches and Challenges'."
• Refer students to Task 2 in the student worksheet or show slides
 4-5 of the presentation. If students are reading the complete text
in the worksheet, give them approximately 5-6 minutes to read. If
you use the slides, give students 2-3 minutes to read the text on
each slide. Explain that this will help them
develop the skill of reading to find the gist of a text.
• Ask some students to say if they found anything surprising.
• Put students into pairs or small groups. Tell them to discuss the
questions below the reading text. Invite some pairs / groups to
share their thoughts. The questions are available on slide 6 of the
presentation. If you are using the presentation, you could write
the questions on the board and show slides 4-5 again.
Suggested answers: 1. There are many more people (more than
100 times as many people), it’s much more expensive, it has
distinct zones for different tastes.
2. Michael Eavis still runs the festival (with his daughter), it is
still on the same farm in SW England. 3. Wet weather (& mud),
‘fencejumpers’ (people who get in without paying), fire (the
Pyramid stage burnt down). 4. They’ve built a ‘superfence’ and
have increased security, they built a new Pyramid stage. People at
the festival accept the mud! 5. They give money to charity. 6.
Some disadvantages are: local traffic problems, overcrowding,
noise pollution, environmental impact (e.g. litter), lack of
hygiene facilities, expense.
Note: If it’s possible, you could show images / videos of
Glastonbury Festival.
https://www.youtube.com/watch?v=Rt-
3z2djgKU&list=PLlJ6mcpK7uj5vz5ZtpqxPd8p9sklNyhit

Useful 20 mins
English
languages Collocations for musical activities
1. She plays the guitar but she doesn’t read music. She plays by
ear. She’s got a good ear. She can pick out a tune. You can
make music in lots of ways. You don’t need to be a trained
musician to enjoy music to the full. (to see or recognize)
2. Everyone in the village attends a big feast in the evening [big
meal to celebrate something].
3. The festival is a time of renewal. (to improve)
4. The parade in the town square was a very colourful spectacle.
(a sight, especially one that is very impressive or
wonderful)
1. A lot of people are very superstitious, especially about
numbers and colours. [have illogical beliefs about hidden forces
in nature]
2. The festival celebrated the centenary/bi-centenary of the
country’s independence. [100th anniversary/ 200th anniversary]
3. The Rio de Janeiro Carnival is always a very flamboyant and
raucous event. [extremely colourful and exaggerated] [very
noisy]
4. The Festival of the Dead is very sombre and atmospheric.
[serious, heavy and sad] [has a special feeling or atmosphere] It
can be traced back to pagan times. [its origin may be found in]
 [the times when people believed that nature had special powers]
5. The annual holiday commemorates all those who died in the
country’s civil war. [respects and remembers off icially; formal]

Writing 30 mins You should spend 30 minutes on this task

Some people say that music is a good way of bringing people of

different cultures and ages together. To what extent do you agree or
disagree with this opinion?

Write a paragraph 100 -150 words

Feedback 5 minutes Begin by discussing the importance of effective writing and the
on writing role of feedback in improving writing skills.
Introduce ChatGPT as a tool that can provide feedback on writing
in various aspects such as grammar, clarity, coherence, style, and
content.
Prompts
Please evaluate the grammar and spelling in the following
paragraph: [insert paragraph]"
"Can you assess the clarity and coherence of this sentence: [insert
sentence]?"
"Evaluate the style and tone of this paragraph: [insert
paragraph]."
"Please provide feedback on the overall structure and
organization of this essay: [insert essay excerpt]."
"Assess the content and logical consistency of this argument:
[insert argument]."

0. Test score

Student A

Pre test Lexical Complexity Majority LC

A1 A2 B1 B2 C1 Unclassifie A1
 d

73
% 15% 8% 3% 3% 0%

Lexical Complexity Majority LC

Unclassifie
Post
A1 A2 B1 B2 C1 d
test

8
77% 7% % 4% 0% 5% A1

Student A

Lexical Complexity Majority LC

A1 A2 B1 B2 C1 Unclassified A1

2
Mini test 1
76% 16% 1% 1% % 3%

0
Mini test 2
84% 10% 3% 0% % 3%

0
Mini test 3
82% 7% 9% 1% % 2%

1
Mini test 4
63% 13% 4% 14% % 6%

0
Mini test 5
65% 13% 15% 7% % 2%

Mini test 6 69% 15% 9% 1% 5 1%

 %

0
Mini test 7
58% 18% 8% 9% % 6%

0
Mini test 8
77% 8% 4% 7% % 4%

1
Average 72% 13% 7% 5% % 3%

Student B

Majority
Lexical Complexity Lexical Diversity LC

Pre
Type-token Mean word MTL
test
A1 A2 B1 B2 C1 Unclassified ratio frequency D

80% 8% 7% 3% 0% 2% 0.44 2.3 39.06 A1

Majority
Lexical Complexity Lexical Diversity LC

Post Type-token Mean word MTL

test A1 A2 B1 B2 C1 Unclassified ratio frequency D

84
% 7% 4% 2% 0% 3% 0.53 1.9 64 A1

Student
B

Mini Lexical Complexity Lexical Diversity Majority

test 1 LC
 Type-
token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 45%

82% 7% 3% 3% 2% 3% 0.63 1.59 73.73 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type-
test 2 token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 46%

82% 10% 3% 2% 1% 2% 0.59 1.68 75.53 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type-
test 3 token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 44%

80% 7% 5% 3% 1% 4% 0.61 1.65 96.72 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type-
test 4 token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 44%

70% 17% 2% 5% 1% 5% 0.64 1.57 99.04 A1

Mini Majority
test 5 Lexical Complexity Lexical Diversity LC

A1 A2 B1 B2 C1 Unclassified Type- Mean word MTLD A1 45%

token frequency
ratio
 78% 11% 4% 2% 0% 5% 0.67 1.48 114.09

Majority
Lexical Complexity Lexical Diversity LC

Mini Type-
test 6 token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 46%

83% 9% 3% 2% 2% 1% 0.6 1.66 79.33 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type-
test 7 token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 45%

79% 11% 2% 6% 0% 2% 0.67 1.5 117.66 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type-
test 8 token Mean word
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD 45%

80% 9% 2% 4% 2% 3% 0.63 1.58 99.04 A1

79% 10% 3% 3% 1% 3%

Student C

Pre Lexical Complexity Lexical Diversity Majority

 LC

Type-token Mean word

test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

83% 6% 5% 2% 3% 0.5 2.010 50.75 A1

Majority
Lexical Complexity Lexical Diversity LC

Post Type-token Mean word MTL

test A1 A2 B1 B2 C1 Unclassified ratio frequency D

83
% 8% 5% 3% 0% 1% 0.45 2.22 77 A1

Majority
Lexical Difficuty Lexical Diversity LC

Mini
Type- Mean word
test 1
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

83% 8% 2% 3% 1% 5% 0.54 1.85 58.25 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 2
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

81% 6% 2% 2% 0% 10% 0.63 1.58 91.41 A1

Mini Majority
test 3 Lexical Complexity Lexical Diversity LC

A1 A2 B1 B2 C1 Unclassified Type- Mean word MTLD A1

 token ratio frequency

87% 7% 1% 4% 0% 1% 0.72 1.39 75

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 4
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

69% 16% 5% 4% 0% 6% 0.59 1.69 64.14 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 5
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

79% 9% 7% 1% 0% 4% 0.64 1.55 82.78 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 6
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

79% 7% 2% 5% 1% 7% 0.64 1.56 65.82 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 7
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

69% 17% 1% 10% 1% 3% 0.7 1.42 65.41 A1

Mini Lexical Complexity Lexical Diversity Majority

test 8 LC
 Type- Mean word
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

89% 5% 2% 2% 0% 3% 0.62 1.6 63.05 A1

80% 9% 3% 4% 0% 5%

Student D

Majority
Lexical Complexity Lexical Diversity LC

Pre
Type-token Mean word
test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

73% 11% 6% 6% 1% 3% 0.49 59.79 A1

Majority
Lexical Complexity Lexical Diversity LC

Post Type-token Mean word MTL

test A1 A2 B1 B2 C1 Unclassified ratio frequency D

79
% 8% 7% 3% 1% 0.54 92.58 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 1
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

62% 11% 8% 10% 2% 7% 0.57 78.19 A1

Mini Lexical Complexity Lexical Diversity Majority

 LC

Type- Mean word

test 2
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

68% 13% 6% 7% 2% 7% 0.62 110.33 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 3
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

74% 7% 6% 5% 2% 5% 0.60 102.27 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 4
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

65% 16% 5% 7% 1% 5% 0.53 75.62 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 5
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

74% 11% 5% 4% 1% 4% 0.54 88.50

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 6
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

68% 14% 6% 6% 2% 4% 0.60 135.56

 Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 7
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

64% 14% 6% 11% 2% 3% 0.54 80.90

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 8
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

73% 9% 4% 4% 2% 8% 0.57 89.69

69% 12% 5% 6% 2% 5%

Student E

Majority
Lexical Complexity Lexical Diversity LC

Pre
Type-token Mean word
test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

79% 10% 3% 3% 0% 5% 0.54 49.68 A1

Majority
Lexical Complexity Lexical Diversity LC

Post
Type-token Mean word
test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

82% 10% 2% 2% 0% 0% 0.46 60.56 A1

 Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 1 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

6
67% 11% 7% 5% % 4% 0.57 79.67 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 2 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

2
51% 20% 11% 7% % 9% 0.67 139.48 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 3 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

0
78% 10% 3% 5% % 3% 0.68 58.90 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 4 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

0
59% 14% 9% 10% % 9% 0.61 60.05 A1

Mini Majority
test 5 Lexical Complexity Lexical Diversity LC

A1 A2 B1 B2 C1 Unclassified Type- Mean word MTLD A1

 token ratio frequency

1
70% 14% 8% 5% % 3% 0.62 108.48

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 6 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

3
58% 17% 11% 6% % 5% 0.64 154.79 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 7 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

1
65% 14% 6% 11% % 2% 0.56 46.02 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 8 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

2
86% 6% 2% 3% % 1% 0.54 46.16 A1

2
67% 13% 7% 7% % 5%

Student F

Pre Lexical Complexity Lexical Diversity Majority

test LC
 Type-token Mean word MTL
A1 A2 B1 B2 C1 Unclassified ratio frequency D

79% 9% 4% 3% 0% 4 53.5 A1

Majority
Lexical Complexity Lexical Diversity LC

Post
Type-token Mean word
test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

72% 7% 12% 2% 0% 7% 0.56 77.88 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 1
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

66% 12% 6% 6% 3% 7% 0.71 104.21

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 2
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

66% 18% 8% 4% 1% 4% 0.67 96.04

Mini Majority
test 3 Lexical Complexity Lexical Diversity LC

Type- Mean word

A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

75% 7% 6% 6% 0% 5% 0.62 77.29

 Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 4
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

67% 20% 7% 3% 0% 3% 0.66 73.54

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 5
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

69% 15% 11% 2% 1% 3% 0.74 96.87

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 6
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

71% 15% 4% 3% 1% 5% 0.68 106.84

Majority
Lexical Complexity Lexical Diversity LC

Mini
Type- Mean word
test 7
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

65% 16% 18% 6% 1% 4% 0.56 53.31

Mini Majority
test 8 Lexical Complexity Lexical Diversity LC

A1 A2 B1 B2 C1 Unclassified Type- Mean word MTLD

 token ratio frequency

69% 10% 10% 6% 3% 2% 0.65 67.35

69% 14% 9% 5% 1% 4%

Student G

Majority
Lexical Complexity Lexical Diversity LC

Pre Type-
test token Mean word MTL
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency D

60% 10% 8% 11% 5% 6% 0.62 72.1 A1

Majority
Lexical Complexity Lexical Diversity LC

Post Type-
test token Mean word MTL
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency D

71% 8% 4% 3% 0% 4% 0.63 95.55 A1

Student
G

Mini Majority
test 1 Lexical Difficulty Lexical Diversity LC

Type- A1
token Mean word
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

54% 20% 5% 13% 3% 6% 0.73 110.54

 Majority
Lexical Difficulty Lexical Diversity LC

Mini Type-
test 2 token Mean word
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

82% 8% 6% 3% 2% 0% 0.71 61.00 A1

Majority
Lexical Difficulty Lexical Diversity LC

Mini Type-
test 3 token Mean word
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

71% 5% 8% 12% 0% 3% 0.73 76.66 A1

Majority
Lexical Difficulty Lexical Diversity LC

Mini Type-
test 4 token Mean word
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

60% 19% 8% 6% 0% 7% 0.64 81.97 A1

Majority
Lexical Difficulty Lexical Diversity LC

Type-
Mini
token Mean word
test 5
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

11
61% 12% % 10% 2% 4% 0.69 80.58 A1

Mini Lexical Difficulty Lexical Diversity Majority

 LC

Type-
test 6 token Mean word
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

61% 19% 6% 6% 3% 4% 0.63 99.74 A1

Majority
Lexical Difficulty Lexical Diversity LC

Type-
Mini
token Mean word
test 7
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

12
51% 15% % 12% 5% 5% 0,7 116.57 A1

Majority
Lexical Difficulty Lexical Diversity LC

Mini Type-
test 8 token Mean word
A1 A2 B1 B2 C1 C2 Unclassified ratio frequency MTLD

72% 9% 8% 6% 2% 2% 0.72 69.94 A1

Student H

Majority
Lexical Complexity Lexical Diversity LC

Pre
Type-token Mean word
test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

81% 11% 3% 1% 1% 2% 0.61 53.24 A1

 Majority
Lexical Complexity Lexical Diversity LC

Post
Type-token Mean word
test
A1 A2 B1 B2 C1 Unclassified ratio frequency MTLD

78% 11% 6% 3% 0% 2% 0.62 95.78 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 1 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

1
76% 13% 3% 3% % 4% 0.57 81.07 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 2 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

0
67% 18% 6% 6% % 3% 0.67 86.95 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 3 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

2
70% 15% 4% 4% % 5% 0.56 81.25 A1

Mini Lexical Complexity Lexical Diversity Majority

test 4 LC
 Type- Mean word
A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

0
62% 19% 14% 2% % 2% 0.76 110.08 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 5 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

1
77% 10% 6% 3& % 4% 0.7 105.25 A1

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 6 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

0
79% 11% 5% 2% % 4% 0.64 63.01

Majority
Lexical Complexity Lexical Diversity LC

Mini Type- Mean word

test 7 A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

0
56% 23% 6% 11% % 4% 0.71 91.50

Mini Majority
test 8 Lexical Complexity Lexical Diversity LC

Type- Mean word A1

A1 A2 B1 B2 C1 Unclassified token ratio frequency MTLD

77% 5% 6% 3% 2 8% 0.64 74.99

 %

1
71% 14% 6% 4% % 4%

V. Discussion

The integration of AI technology, particularly Chat GPT, into educational settings has
garnered significant attention in recent years. This discussion delves into a comprehensive
analysis of research findings regarding the effectiveness and perception of integrating Chat
GPT into an experimental classroom setting. Through a meticulous examination of key
findings, connections to previous research, unexpected results, limitations, potential follow-up
studies, and implications, this discussion aims to provide a nuanced understanding of the role
of Chat GPT in modern education especially for non-major student at Hanoi University of
Science and Technology.

To begin with, the research findings highlight a substantial increase in lexical diversity and
complexity among students at an experimental class that used Chat GPT. In the Chat GPT
class, both TTR (Type-Token Ratio) and MTLD (Measure of Textual Lexical Diversity)
scores have increased, particularly in terms of B1 and C1 vocabulary, while the traditional
class has remained stable. This trend is also consistent with the CEFR (Common European
Framework of Reference) scores of both classes. This finding aligns with the initial research
question, which sought to explore the potential for Chat GPT to enhance vocabulary skills.
The observed improvement in students' language proficiency suggests that Chat GPT serves
as a valuable tool for augmenting vocabulary acquisition in educational contexts.

Moreover, the overall perception of students towards Chat GPT was predominantly positive,
with a significant majority acknowledging its potential to improve vocabulary at 80%. The
popularity of specific features such as synonym and antonym identification and vocabulary
explanations among students highlights the importance of user-friendly and intuitive
functionalities in driving engagement with AI tools.

Not only understand the benefits of Chat GPT, it is noteworthy that students also
acknowledged the disadvantages of Chat GPT relating to difficult vocabulary, prompts
lacking, and unverified information showing student’s agreement that “ChatGPT was unable
to examine the quality and reliability of sources”. However, these higher education students
have proposed practical solutions to address limitations of Chat GPT, such as exploring
additional prompts, double-checking responses, or recording new vocabulary. This proactive
engagement underscores the adaptability of students in leveraging AI technology to optimize
their learning experience.

Unexpectedly, significant fluctuations were observed in the performance of the Chat GPT
class towards the end of the study, while the control class maintained a relatively stable
performance. This variability in performance raises questions about the consistency and
reliability of Chat GPT over time. Furthermore, the low usage of Chat GPT for language
learning purposes, despite its significant media coverage, underscores the gap between media
hype and actual adoption of AI technologies in education. Placing these findings in context, it
is essential to consider the specific demographics of the study participants, namely first-year
non-major students at HUST. Understanding the demographic context helps in interpreting
the research findings within a broader socio-cultural framework.

Potential follow-up studies could explore various aspects of Chat GPT integration, including
its impact on speaking and listening skills, as well as its effectiveness across different
educational levels and disciplines. Future research endeavors should aim to address these
limitations and provide more comprehensive evaluations of Chat GPT's efficacy in
educational settings on a larger scale.

In conclusion, the research findings indicate a positive trend towards increased lexical
diversity and favorable perception of Chat GPT among students. This underscores the
promising potential of integrating AI technology into modern education systems to provide
convenience and new learning experiences. However, further research is needed to address
limitations and fully understand the implications of Chat GPT integration in educational
settings. By conducting rigorous research and fostering collaboration between researchers,
educators, and technology developers, we can harness the transformative power of AI to
enrich teaching and learning experiences in the digital age.

0. Interview
 Interview answers

Student 1

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPt trong việc

học Tiếng Anh bao giờ chưa?

Trước khi tham gia khóa học của chị thì em dùng Chat GPT cho việc khác còn học

Tiếng Anh thì chưa từng. Tại vì lúc đầu em chỉ nghĩ là dùng từ điển nhanh hơn.

Em dùng Chat GPT trong những việc cụ thể như thế nào nhỉ?

Thì tức là em không dùng Chat GPT nhiều nhưng mà ờm em dùng kiểu cần tra

thông tin nhanh thì em sẽ dùng Chat GPT bởi vì nó sẽ hiện thông tin nhanh cho

mình kiểu em cần cái đôi khi em cần cái ý tưởng gì đấy nhưng mà nó cũng không

đúng mục đích của em lắm nên là sau đó em không dùng nhiều.

Trong thời gian tham gia khóa học “Việc sử dụng Chat GPT giúp tôi học từ

vựng tốt hơn” Đánh giá mức độ đồng tình với quan điểm trên trong thang

điểm từ 1-5

Em nghĩ thang 5 bởi vì là, bởi vì là em khá bất ngờ vì nhiều tính năng của Chat

GPT mà em chưa khai thác được.

Em có thể nói cụ thể những cái tính năng của Chat GPT mà em cảm thấy nó
chính là cái lợi ích cho em trong cái quá trình cải thiện từ vựng của em không,

trong thời gian tham gia khóa học của chị?

Thì đầu tiên là từ vựng thì bình thường mình tra từ điển thì một số cái sẽ không có

nhiều từ đồng nghĩa với trái nghĩa. Ý là nó sẽ không có nhiều lắm hoặc là nó không

có mà mình tra bằng Chat GPT thì nó sẽ có rất nhiều và như chị đánh giá thì nó có

cả những từ gọi là cấp bậc cao hơn thì mình có thể học từ mới nhiều hơn. Đấy là

đầu tiên còn là cái cơ bản còn cái mà em thấy nó, nó kiểu khiến em gọi là ngộ giá ý

thì là mình có thể trao đổi qua lại với Chat GPT kiểu kiểu như nói chuyện các thứ

thì mình sẽ học được nhiều cái, kiểu cũng tra được nhiều thông tin mình cần ý

tưởng gì đấy cho cái bài viết của mình thì mình cũng tra được cái thông tin ấy.

Hoặc ờ đấy là học Tiếng Anh, còn kiểu có một cái gọi là ở cái cái ý tưởng khi mà

mình lúc đấy đi phỏng vấn người ta sẽ kiểu bảo Chat GPT hỏi là, hỏi mình một số câu
hỏi lúc phỏng vấn á. Em thấy cái bất ngờ là hỏi qua lại với Chat GPT được. Nó

cũng trả lời như kiểu mình nói với một người nào đó ý.

Đó là những tính năng chung còn tính năng của Chat GPT giúp đỡ cải thiện

từ vựng của em là Antonyms - Synonyms với cả là có nhiều từ mà nó kiểu cấp

bậc cao mà em học được nhiều đúng không?

Dạ vâng

Trong thời gian tham gia khóa học “Tôi cảm thấy khó khăn khi sử dụng Chat

GPT trong việc học từ vựng” Đánh giá mức độ đồng tình với quan điểm trên

trong thang điểm từ 1-5?

Ờm em nghĩ là, em nghĩ là ờm 1. Thì em cảm thấy là không có khó khăn gì lắm.

Em chọn không đồng ý đúng không?

Dạ vâng.’

Trong việc học từ vựng của em, em không có nhiều khó khăn lắm đúng không

nhỉ?

Em nghĩ là học qua Chat GPT nó, nó không kiểu khó khăn lắm khi mà mình có thể

ờ hỏi lại rất nhiều kiểu mình có thể sao nhở mình không hiểu thì mình có thể hỏi

lại ngay được ý.

Tức là Chat GPT sẽ cho mình những cái định nghĩa và trong định nghĩa ấy có

những từ mình không hiểu mình lại bắt đầu hỏi lại thêm nó từ những cái đấy

khá tiện nhỉ?

Kiểu mình mình trả lời định nghĩa bằng Tiếng Anh xong rồi kiểu mình hiểu mình

không phải nói gì ngay bằng Tiếng Việt đâu, mình muốn vẫn dịch được nhưng mà

mình hiểu được theo nghĩa của Tiếng Anh thì đôi khi nó đúng hơn ý. Em thấy cái

đấy khá tốt.

Vậy là em không có khó khăn gì đúng không?

Dạ vâng.

Trong thời gian tham gia khóa học bạn đã gặp những khó khăn gì trong việc

sử dụng Chat GPT để học từ vựng?

Trong thời gian tham gia khóa học thì tôi đã gặp nhiều cái khó khăn trong việc sử

dụng Chat GPT để sử dụng từ vựng là có nhiều từ mình không thể biết được nghĩa

của một cái câu hỏi hoặc cụm câu hỏi để mình hỏi cái Chat GPT. Nhiều cái mình

quên cái câu hỏi đấy mình không biết sử dụng cái nào.

Có những bạn sẽ gặp hơi khó khăn trong việc học từ vựng thông qua Chat

GPT hoặc là sử dụng Chat GPT để thực hiện những cái tính năng khác, em có

recommend gì những giải pháp cho các bạn ấy không?

Ờm thực ra thì em kiểu em không thấy nó khó khăn gì cả nên là, kiểu nếu mà, nếu

mà mình không hiểu thì mình có thể hỏi lại ngay được các thứ với lúc mà mình hỏi

xong ý thì, thì à có thể note lại để kiểu học thì nó sẽ kiểu nhớ, mình có thể note lại

kiểu dễ nhớ hơn vì chắc là học từ vựng sẽ dễ hơn so với việc là mình hỏi xong

mình để đấy.

Bạn có định sử dụng Chat GPT để học từ vựng trong tương lai hay không?

Ờm em nghĩ là sau khi tham gia xong cái lớp học này thì em sẽ sử dụng nhiều ý vì,

vì à chắc là thời gian tới em sẽ bắt đầu học Tiếng Anh lại kiểu để lấy chứng chỉ thì

em, em nghĩ là sẽ dùng nhiều.

Em học chứng chỉ gì nhỉ? TOEIC theo tiến độ của trường đúng không?

Không em nghĩ là em sẽ học IELTS luôn bởi vì, bởi vì em cần IELTS hơn ý.

Lý do bạn muốn tiếp tục sử dụng Chat GPT trong việc học từ vựng là gì?

Tại vì trước khi học lớp của chị em chỉ nghĩ đơn giản là Chat GPT thì mình cũng

tra như kiểu từ điển thì nó cũng không khác lắm mà mất công mở một cái tab ra thì

nói chung là nó mất công ý. Nhưng mà sau khi xong rồi thì em thấy là kiểu có

nhiều tính năng mà mình không biết để khai thác nên là sau khi mình biết rồi ý thì

mình kiểu, nó tiện hơn thì mình sẽ dùng.

Vậy là em thấy nó tiện nên mình sẽ dùng đúng không?

Dạ vâng. Kiểu lúc mà tra từ đồng nghĩa với trái nghĩa thì nó sẽ cho mình một list

luôn thì mình có thể kiểu. Em thấy rất bất ngờ luôn bởi vì nó có nhiều cái mình

chưa khai thác được, em thấy kiểu các chị dạy cho xong mình kiểu, lúc học em

nghĩ là kiểu ồ sau này mình có thể dùng thế này để học nó tiện hơn các thứ.

Student 2

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPt trong việc

học Tiếng Anh bao giờ chưa?

Trước khi tham gia khóa học thì tôi chưa từng sử dụng Chat GPT để học Tiếng

Anh. Tôi sử dụng Chat GPT để tìm hiểu những cái vấn đề trong cuộc sống nhiều

hơn.

Nếu có thì bạn sử dụng như thế nào và tần suất như thế nào

Trước đó thì sẽ thường là sử dụng trong cái việc tìm về những vấn đề liên quan đến

toán học và những cái vấn đề trong cuộc sống thì thường là sẽ chỉ hỏi như đang trò

chuyện với một người bạn thôi.

Bạn sử dụng với tần suất như thế nào?

Thường thì ít khi sử dụng tầm có khả năng nhiều thì 1 tuần sẽ sử dụng đến 2-3 lần

và mỗi lần sử dụng thì cũng không mất nhiều thời gian chỉ tầm có 5-10 phút là

cùng.
Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học từ vựng Tiếng Anh bao giờ chưa?

Trước khi tham gia khóa học thì tôi chưa từng sử dụng Chat GPT trong việc học từ

vựng Tiếng Anh.

Trong thời gian tham gia khóa học “Việc sử dụng Chat GPT giúp tôi học từ

vựng tốt hơn” Đánh giá mức độ đồng tình với quan điểm trên trong thang

điểm từ 1-5

Tôi rất đồng ý với cái việc là trong thời gian tham gia khóa học thì việc sử dụng

Chat GPT giúp tôi học từ vựng tốt hơn.

Trong thời gian tham gia khóa học, bạn nhận thấy những lợi ích gì của việc sử

dụng Chat GPT để cải thiện từ vựng?

Chat GPT thì đã giúp tôi biết nhiều từ vựng hơn qua những cái câu hỏi về tìm từ

đồng nghĩa, từ trái nghĩa với cả là giúp trả lời nhiều câu hỏi về vấn đề từ vựng.

Trong thời gian tham gia khóa học “Tôi cảm thấy khó khăn khi sử dụng Chat

GPT trong việc học từ vựng” Đánh giá mức độ đồng tình với quan điểm trên

trong thang điểm từ 1-5?

Tôi mức độ trung lập bởi vì nó cũng có những cái khó trong việc sử dụng bởi vì

mới đầu cũng kiểu là không biết nhiều dạng câu hỏi để hỏi với cả một chút khó

khăn trong việc sử dụng Tiếng Anh để giao tiếp.

Trong thời gian tham gia khóa học bạn đã gặp những khó khăn gì trong việc

sử dụng Chat GPT để học từ vựng?

Trong thời gian tham gia khóa học thì tôi đã gặp nhiều cái khó khăn trong việc sử

dụng Chat GPT để sử dụng từ vựng là có nhiều từ mình không thể biết được nghĩa

của một cái câu hỏi hoặc cụm câu hỏi để mình hỏi cái Chat GPT. Nhiều cái mình

quên cái câu hỏi đấy mình không biết sử dụng cái nào.

Bạn đã tìm ra giải pháp để khắc phục những khó khăn bạn gặp phải chưa?

Và nếu rồi thì bạn hãy nêu ra giải pháp của bạn.
Trước mắt sau khi học cái khóa học này xong thì tôi cũng có thêm nhiều những cái

câu hỏi nhiều cái vốn từ hơn để hỏi Chat GPT rồi.

Bạn có khó khăn là nhiều từ không trả lời được thì bạn đã khắc phục nó bằng

cách gì?

Sau khóa học này em đã có thêm nhiều từ hơn, nhiều từ vựng, nhiều bộ câu hỏi để

hỏi hơn với cả là sẽ thường xuyên sử dụng những câu đấy để kiểu không bị quên

mất.

Bạn có định sử dụng Chat GPT để học từ vựng trong tương lai hay không?

À. Có. Bởi vì cái việc sử dụng Chat GPT nó mang lại nhiều hiệu quả cho việc tìm

từ. Với một câu hỏi thì có thể ra nhiều đáp án khác nhau.

Lý do bạn muốn tiếp tục sử dụng Chat GPT trong việc học từ vựng là gì?

Như cái vừa này em nói thì Chat GPT có thể trả lại cho ta nhiều kết quả khác nhau,

mình có thể biết được nhiều từ hơn, có thể tham khảo được nhiều ý thông qua Chat

GPT.

Student 3

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học Tiếng Anh bao giờ chưa?

Em chưa ạ. Bây giờ là lần đầu tiên em mới sử dụng Chat GPT.

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học từ vựng Tiếng Anh bao giờ chưa?

Em chưa ạ

Trong thời gian tham gia khóa học “Việc sử dụng Chat GPT giúp tôi học từ

vựng tốt hơn”. Đánh giá mức độ đồng tình với quan điểm trên trong thang

điểm từ 1-5

3 ạ trung lập

Em có thể giải thích một chút về lí do tại sao không?

Có thể do vốn từ vựng của em có thể đã khá là nhiều rồi ý ạ thì em nghĩ là khi

dùng Chat GPT thì đa phần các từ trong đấy em đều hiểu nên là nó không thể giúp

mở rộng vốn từ của em thêm một mức nữa.

Trong thời gian tham gia khóa học, bạn nhận thấy những lợi ích gì của việc sử

dụng Chat GPT để cải thiện từ vựng?

Chắc là đầu tiên là em sử dụng Chat GPT thì em thấy nó có thể. Đầu tiên nó có thể

một là đưa ra giải thích từ vựng, giải thích chú thích từ ngữ rõ nghĩa, có thể dịch ra

nhiều thứ tiếng khác nhau để người ta có thể dễ hiểu và nó có thể đưa ra những cái

example ý.

Trong thời gian tham gia khóa học “Tôi cảm thấy khó khăn khi sử dụng Chat

GPT trong việc học từ vựng” Đánh giá mức độ đồng tình với quan điểm trên

trong thang điểm từ 1-5?

Chắc là 1 ạ, rất không đồng ý. Vì em thấy việc chỉ cần mỗi một tab là Chat GPT thì

nó sẽ đỡ khó khăn hơn thay vì phải sử dụng nhiều mọi nguồn thông tin kiểu các

trang mạng khác nhau để kiểm chứng thì chỉ cần Chat GPT nó có thể tổng hợp lại

tất cả. Em nghĩ nó khá là tiện trong việc học từ vựng.

Trong thời gian tham gia khóa học bạn đã gặp những khó khăn gì trong việc

sử dụng Chat GPT để học từ vựng?

Em có thể thấy rằng là đôi lúc có một số từ kiểu Chat GPT thì em hiểu nó dịch ra

nghĩa Tiếng Việt chưa đúng lắm, có vài từ nó dịch chưa sát nghĩa nên đôi lúc em

phải lên tra mạng lại để xem là có một nghĩa nào nó gần sát nhất không.

Em còn khó khăn gì nữa không?

Dạ không.

Bạn đã tìm ra giải pháp để khắc phục những khó khăn bạn gặp phải chưa?

Và nếu rồi thì bạn hãy nêu ra giải pháp của bạn.

Thì tất nhiên là em sẽ sử dụng lại các trang mạng học thuật Tiếng Anh mà kiểu uy

tín ý ạ. Đa phần để học từ vựng em tra cả trên Oxford Dictionary thì nó có phần dễ
hiểu hơn.

Bạn có định sử dụng Chat GPT để học từ vựng trong tương lai hay không?

Em nghĩ là có bởi vì nó khá tiện, vì nó có nhiều chức năng kiểu, nó dễ, nó linh hoạt

vì nó có khá nhiều chức năng, có có thể giải nghĩa tất cả thay vì phải lên từng trang

web một.

Lý do bạn muốn tiếp tục sử dụng Chat GPT trong việc học từ vựng là gì?

Nó tiện, nó linh hoạt, thay vì phải mở nhiều trang web.

Student 4

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học Tiếng Anh bao giờ chưa?

Trước khi tham gia khóa học thì em chưa từng sử dụng ChatGPT, không sử dụng

vì bất kỳ mục đích gì.

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học từ vựng Tiếng Anh bao giờ chưa?

Em chưa từng sử dụng ChatGPT trong việc học từ vựng Tiếng Anh trước khi tham

gia khóa học.

Trong thời gian tham gia khóa học “Việc sử dụng Chat GPT giúp tôi học từ

vựng tốt hơn”. Đánh giá mức độ đồng tình với quan điểm trên trong thang

điểm từ 1-5 (1 - Rất không đồng ý, 2- Không đồng ý, 3 - Trung lập, 4- Đồng ý,

5 - Rất đồng ý).

Thang 4 - Đồng ý.

Em có thể giải thích một chút về lí do tại sao không?

Theo em thấy, việc sử dụng ChatGPT vào việc học từ vựng. Thường thì em sử

dụng ChatGPT vào việc lấy ideas, khi mà lấy ideas thì nó cũng giải thích rõ ràng

về các ideas đấy, từ đó mình có thể tiếp cận được đến nhiều từ vựng mới.

Trong thời gian tham gia khóa học, bạn nhận thấy những lợi ích gì của việc sử
dụng Chat GPT để cải thiện từ vựng?

Em thấy việc tiếp cận được nhiều từ vựng mới sẽ giúp em mở rộng vốn từ của em

hơn.

Mặc dù ChatGPT có thể giúp em mở rộng thêm nhiều từ mới, nhưng nó không

phải là những từ thông dụng trong việc nói chuyện hàng ngày, ít sử dụng trong

giao tiếp được, hơi mang nghĩa học thuật nên sẽ khó sử dụng trong giao tiếp hàng

ngày.

Trong thời gian tham gia khóa học “Tôi cảm thấy khó khăn khi sử dụng Chat

GPT trong việc học từ vựng” Đánh giá mức độ đồng tình với quan điểm trên

trong thang điểm từ 1-5?

Thang điểm 2 - Không đồng ý.

Em có thể giải thích một chút lý do tại sao được không?

ChatGPT có một tính năng khá hay là nó có thể translate ra hết nên là em thấy cái

việc khó khăn khi mà sử dụng nó cũng không đáng kể vì nếu có từ nào khó thì

mình có thể dịch sang hết tiếng Việt, nên là mình cũng có thể hiểu được luôn.

Trong thời gian tham gia khóa học bạn đã gặp những khó khăn gì trong việc

sử dụng Chat GPT để học từ vựng?

Theo em thấy nó cũng không có khó khăn gì, thường thì em sẽ lên đấy chỉ để lấy

idea, hoặc nếu từ nào mà không hiểu thì em sẽ dịch ra, nên là em cũng chưa gặp

khó khăn gì trong việc học từ vựng thông qua việc sử dụng ChatGPT.

Bạn đã tìm ra giải pháp để khắc phục những khó khăn bạn gặp phải chưa?

Và nếu rồi thì bạn hãy nêu ra giải pháp của bạn.

Bạn có định sử dụng Chat GPT để học từ vựng trong tương lai hay không?

Có ạ.

Lý do bạn muốn tiếp tục sử dụng Chat GPT trong việc học từ vựng là gì?

Bởi vì không chỉ trong việc học từ vựng, ChatGPT còn có thể giúp mình phát triển

thêm nhiều ideas khác hơn để sử dụng trong những bài viết tiếng Anh, giúp tiếp
cận được nhiều từ vựng liên quan đến học thuật hơn, từ đó giúp mình giải quyết

được nhiều vấn đề khác hơn không chỉ là việc nâng cấp vốn từ vựng của mình.

Student 5

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học Tiếng Anh bao giờ chưa?

Chưa bao giờ luôn ạ.

Trước khi tham gia khóa học thì bạn đã từng sử dụng Chat GPT trong việc

học từ vựng Tiếng Anh bao giờ chưa?

Dạ vâng ạ. Em chưa từng sử dụng Chat GPT trong bất kì trường hợp nào.

Trong thời gian tham gia khóa học “Việc sử dụng Chat GPT giúp tôi học từ

vựng tốt hơn”. Đánh giá mức độ đồng tình với quan điểm trên trong thang

điểm từ 1-5 (1 - Rất không đồng ý, 2- Không đồng ý, 3 - Trung lập, 4- Đồng ý,

5 - Rất đồng ý).

Không đồng ý.

Em có thể giải thích một chút về lí do tại sao không?

Bởi vì em nghĩ dùng từ điển có vẻ nhanh hơn so với việc sử dụng ChatGPT. Từ

điển nó có thể vừa đưa ra ví dụ, vừa đưa ra nghĩa tiếng Việt và vừa đưa ra cái mô

tả bằng tiếng Anh. Nếu em tra bằng ChatGPT thì dùng tận 3 đến 4 câu hỏi thì mới

cho ra được kết quả cuối cùng.

Trong thời gian tham gia khóa học, bạn nhận thấy những lợi ích gì của việc sử

dụng Chat GPT để cải thiện từ vựng?

Viết topic rất nhanh, có thể đưa ra được nhiều quan điểm. Ví dụ một vấn đề có thể

hỏi ChatGPT và nó sẽ đưa ra rất nhiều quan điểm bằng tiếng Anh. Thế nhưng bằng

tiếng Việt thì nó sẽ không được hay nhưng mà những quan điểm đưa ra bằng tiếng

Anh thì cách dùng từ có thể nói là xuất sắc.

Trong thời gian tham gia khóa học “Tôi cảm thấy khó khăn khi sử dụng Chat
GPT trong việc học từ vựng” Đánh giá mức độ đồng tình với quan điểm trên

trong thang điểm từ 1-5?

Thang điểm 2 - Không đồng ý.

Em có thể giải thích một chút lý do tại sao không?

Dùng ChatGPT hỏi 2 câu là ra được hết nghĩa rồi. Cái khó của nó là mình phải gõ

nhiều, tốn thời gian. Nếu yêu cầu nó mô tả, cho nghĩa, cho ví dụ đều oke hết, ta có

thể rõ nghĩa đấy đến mức độ sử dụng, cường độ sử dụng phổ biến của từ đấy trong

tiếng Anh hay không.

Trong thời gian tham gia khóa học bạn đã gặp những khó khăn gì trong việc

sử dụng Chat GPT để học từ vựng?

Từ nó đưa ra khá là học thuật, hàn lâm. Có những từ mình chưa gặp bao giờ, có khi

là những từ đấy nó sẽ còn không có… Em tự hỏi là những cái từ đấy có được sử

dụng trong ngôn ngữ thường ngày hay không. Vì mục tiêu của em là có thể nói

chuyện trong giao tiếp thường ngày, có khi dùng từ hàn lâm quá người bản ngữ

còn không hiểu.

Bạn đã tìm ra giải pháp để khắc phục những khó khăn bạn gặp phải chưa?

Và nếu rồi thì bạn hãy nêu ra giải pháp của bạn.

Em nghĩ là mình cần thời gian. Bởi vì học càng nhiều thì ta sẽ thấy cái việc nó

dùng từ hàn lâm có khi cũng bình thường.

Bạn có định sử dụng Chat GPT để học từ vựng trong tương lai hay không?

Nếu mà đánh giá về mức độ thì em nghĩ sẽ là thỉnh thoảng. Nếu như mà sử dụng

thì sử dụng trong việc học từ vựng sẽ ít hơn là việc em sử dụng nó trong những cái

vấn đề như là viết topic, yêu cầu nó đưa ra vấn đề bằng tiếng Anh và chỉ ra từ

vựng.

Em sẽ có sử dụng nhưng không thường xuyên.

Lý do bạn muốn tiếp tục sử dụng Chat GPT trong việc học từ vựng là gì?

Nếu như mà sử dụng thì sử dụng trong việc học từ vựng sẽ ít hơn là việc em sử
 dụng nó trong những cái vấn đề như là viết topic, yêu cầu nó đưa ra vấn đề bằng tiếng
Anh và chỉ ra.

Main theme Subtheme Code Quote

Students’ for other “Before joining your

perceptions of Lack of times purposes but not course, I used Chat GPT
Chat GPT using Chat for learning for other purposes, but I
before joining GPT English. had never used it for
experimental learning English.
class Not too much
“I use it 2-3 times a week,
and each time won't take
much time, only about 5-10
First time minutes each.”

"I haven't. This is my first

Never before
time using Chat GPT."

Never before "Before joining the course,

I had never used ChatGPT,
not for any purpose."

"I have never used Chat

GPT before."

Purpose used Chat GPT "For other purposes, yes,

for quick but for learning English, I
information have never used it. At first,
I just thought of using a
dictionary because it's
faster. So, I don't use Chat
GPT much, but when I
need quick information, I'll
use it because it provides
information quickly.
Sometimes I need an idea,
but it doesn't always serve
my purpose, so I don't use
it much afterward."
Solve math
 problems and
life issue "Before, I would often use
it to find information
related to mathematics and
life issues. Usually, I would
just ask questions as if I
were chatting with a
Do not have friend."

"I haven't used it for any

Do not have purpose."

"I have never used

ChatGPT in any case."

Student use of Evaluate the Surprised "I think it is 5 because I'm

Chat GPT overall features
when joining benefits of quite surprised by many
experimental Chat GPT in
class learning features of Chat GPT that I
vocabulary
haven't explored yet."

Do help "I completely agree that

vocabulary during the course, using
learning Chat GPT helps me learn
vocabulary better."

"3, neutral." "It could be

Not really because my vocabulary is
helpful already quite extensive. I
think when using Chat
GPT, I already understand
most of the words in it, so
it can't help expand my
Unhelpful vocabulary further."

"I don't agree that using

Chat GPT during the
 course helps me learn
vocabulary better."
Helpful "I agree that using Chat
GPT during the course
helps me learn vocabulary
better."

Give ideas, “Fast in giving topics and

opinions + the ideas. For example, when I
ways of ask a problem and it
expressing provides me with a wide
range of ideas and opinions
in English, and the way it
expresses and uses words is
excellent.”

Chat GPT ‘s Provides "So, first of all, with

beneficial synonyms + vocabulary, normally when
features in higher -lever I look up words in a
learning term dictionary, some may not
vocabulary have many synonyms or
antonyms. That means
there might not be many or
none at all. When I look
them up using Chat GPT,
there are a lot more
synonyms available, and as
you assessed, even higher-
level terms, so I can learn
more new words. That's the
first point. The basic point
is that I find it, it sort of
gives me what I call
'enlightenment'. I can
interact with Chat GPT,
like having a conversation,
and I can learn many
things, sort of like
exchanging ideas. I can
also look up a lot of
information I need for my
writing, or ideas for my
 articles. Or, in learning
English, there's this thing
where you get ideas for
when you're in an
interview, like Chat GPT
could ask you some
questions during the
interview. I find it
surprising that you can
have a back-and-forth
Synonyms + conversation with Chat
antonyms + GPT. It responds like I'm
answering talking to someone." “
questions about
vocab issue "It's like when I answer
with the definition in
English and then I realize I
don't have to immediately
say anything in
Vietnamese. I still want to
Vocabulary
be able to translate, but
explanations +
sometimes understanding it
Clear definition
in English makes more
+ translate +
sense. I find that quite
offer examples
good."

Vocabulary
"Chat GPT has helped me
explanations +
learn more vocabulary
Clear definition
through questions about
+ translate +
finding synonyms,
examples
antonyms, and also by
answering many questions
about vocabulary issues."
Expose new
ranges of
vocabulary
"Probably the first thing I
noticed when using Chat
GPT is its capability.
Firstly, it can provide
vocabulary explanations,
clear definitions of terms,
 translate into various
languages for better
understanding, and offer
examples."

"I guess the first thing is

when I first used Chat
GPT, I found that it could
provide explanations of
vocabulary, clear
definitions, translate into
different languages to make
it easy to understand, and it
could provide examples."

“I find using ChatGPT to

learn vocabulary will
support me in exposing
more new words, so that
my lexical range will be
extended”.

Limitations Need more Because I think using a

of ChatGPT questions + dictionary is somehow
in learning somehow not faster and more convenient
vocabulary faster and than using ChatGPT. As a
convenience dictionary can give
than dictionary examples, Vietnamese
meaning and English
meaning description at the
same time. When I use
ChatGPT, I need to use 3 to
4 questions so that it can
answer my question
completely.
Don’t know
prompt to ask +
Language
 barriers + Don’t "I'm neutral because there
know the word are some difficulties in
using it. At first, I didn't
know many types of
questions to ask, and there
was a bit of difficulty in
using English for
communication." "During
the course, I encountered
many difficulties in using
Academic Chat GPT for vocabulary
vocab → because there were many
difficult to use words for which I couldn't
in everyday life figure out the meaning of a
question or phrase to ask
Chat GPT. I often forgot
the question, and I didn't
know which one to use."

“Although ChatGPT can

broaden my lexical range,
it almost does not provide
me with casual words use
in everyday conversation,
as those words are
academic so it will be
difficult to use in casual
communication.

Less Not too difficult "Um, I think, well, I feel

difficulty in -> can ask again like, um, firstly, I don't find
using Chat it very difficult." "I think
GPT for learning through Chat GPT,
learning it's not too difficult because
Vocab you can, um, ask many
times if you don't
understand, you can ask
again immediately."
Difficult vocab
 "The vocabulary it provides
is quite academic,
scholarly. There are words
I've never encountered
before, and sometimes
those words might not even
exist... I wonder if those
words are used in everyday
language. Because my goal
is to be able to converse in
daily communication,
sometimes using overly
academic words might
confuse native speakers."”
Not precise
meaning
"Certainly a 1, strongly
Check again disagree. Because I find
that having just one tab for
Chat GPT makes it less
difficult than using
multiple sources of
information from various
websites to cross-reference.
With Chat GPT, it can
synthesize all of that. I
think it's quite convenient
for vocabulary learning."
"I can see that sometimes,
with certain words
translated by Chat GPT, I
understand that their
Vietnamese meanings are
not quite accurate. Some
words are not translated
with precise meanings, so
sometimes I have to search
online again to see if there
is a meaning that closely
matches."
 Solutions Develop "After completing this
prompts course, I already have more
questions and a broader
vocabulary to ask Chat
GPT." "After this course, I
Use frequently have acquired more words,
expanded my vocabulary,
and developed more sets of
questions to ask. I will also
frequently use these
questions to ensure I don't
forget them."

Double-check
“Of course, I will use
reputable English academic
websites again. Mostly, for
vocabulary learning, I
search on the Oxford
Dictionary because it's
easier to understand."

Future plan Purposes Learn to get "Um, I think after

certification completing this course, I
will use it more because,
well, in the future, I will
probably start learning
English again to get a
certification, so I think I
will use it a lot." “"Oh, I
think I'll actually study for
the IELTS because I need it
Learn words
more."
Gather ideas

"We can learn more words

and gather more ideas
through Chat GPT
Reasons Convenient Because before joining
your class, I just thought of
Chat GPT as a simple
dictionary, so it didn't seem
much different and seemed
like a hassle to open
another tab. But after
finishing the class, I
realized there are many
features that I didn't know
how to utilize, so once I
know them, if it's more
convenient, I'll use it.
Synonyms and So, if you find it
antonyms convenient, you will use it,
searching right?

Yes, exactly. Like when

searching for synonyms
and antonyms, it gives you
a list, so you can, you
Get different know, I found it very
words and surprising because there are
answers many features I haven't
explored yet. I feel like,
after the lessons you
taught, when studying, I
thought, oh, in the future, I
can use this to study more
Convenient, conveniently."
many functions,
easy, flexible,

Synthesize in "As I just mentioned, Chat

one tab GPT can provide us with
many different
results.Because using Chat
GPT is very effective for
finding words. With one
question, there can be
Ideas and new many different answers."
words
 generating "I think so because it's
quite convenient. It has
many functions, it's easy,
and flexible because it has
quite a lot of features. It
can explain everything
instead of having to go to
each website one by one."
"It's convenient, it's
flexible, instead of having
to open multiple websites."

If I use it, I will use it in

solving general problems
such as writing a topic,
asking it to give ideas in
English and indicate new
words.

Frequency Many times "Um, I think after

completing this course, I
will use it more because,
well, in the future, I will
probably start learning
English again to get a
certification, so I think I
will use it a lot."

Frequently use
"After this course, I have
acquired more words,
expanded my vocabulary,
and developed more sets of
questions to ask. Moreover,
I will frequently use these
questions to ensure I don't
forget them."
 “In terms of frequency of
use, I will frequently use it.

Mind map

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