Navigating intercultural competence with ChatGPT: Implications and recommendations for foreign language education

Yeon Mi Lee

doi:10.54475/jlt.2025.005

Authors

Yeon Mi Lee Samford University https://orcid.org/0009-0007-5142-462X

DOI:

https://doi.org/10.54475/jlt.2025.005

Keywords:

intercultural competence, foreign language education, second language acquisition, ChatGPT, critical artificial intelligence literacy

Abstract

Despite the increasing corpus of research concerning the application of ChatGPT in adaptive learning, grammar, and lexical acquisition in foreign language education (FLE), its effectiveness on the cultivation of intercultural competence (IC) as an essential learning outcome in FLE remains comparatively underexplored. This review article introduces the theoretical background and definitions of intercultural competence in second language acquisition (SLA) before analysing empirical studies that examine ChatGPT’s cross-cultural performance across multiple languages, cultures, and methodologies. It then discusses the implications of utilizing ChatGPT for intercultural engagement in FLE. The article concludes by underscoring the imperative of critical artificial intelligence literacy (CAIL) among language learners and offers recommendations for best practices in FLE.

Author Biography

Yeon Mi Lee, Samford University

Professor Yeon Mi Lee received her PhD degree from the University of California, Los Angeles. Dr. Lee is a faculty member in the Department of World Languages and Cultures at Samford University in the United States.
Email: ymlee1331@gmail.com

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