Teaching Methods of Large Language Model on L2 Text Conversation: The Role of AI Situational Dialogue Applications
DOI:
https://doi.org/10.54097/b2mb8b80Keywords:
Large Language Model; Situational Dialogue; AI-Assisted Teaching; Second Language Learning.Abstract
Situational dialogue driven by large language models (LLMs) has received wide attention in second language (L2) teaching. However, most of the existing research focuses on a single model. This article analyzes the application of artificial intelligence-driven situational dialogue in L2 conversation teaching. This study adopts a quasi-experimental design and uses five artificial intelligence models to explore the differences between situational dialogue and traditional teaching practices, the performance differences between different LLMs, and how teachers can use different artificial intelligence systems in teaching. Analysis shows that these models differ in emotional expression, human-like degree, and information integration. Learners' preferences are influenced by factors such as the tone of AI, information integrity, and feedback form. Based on these findings, this article puts forward the following suggestions: the use of artificial intelligence in the classroom should be dominated by teachers, artificial intelligence as an auxiliary tool, and the appropriate model should be selected according to the teaching objectives. At the same time, educators should pay close attention to the structure and emotional design of AI feedback, and strengthen ethical and privacy supervision to ensure the applicability and safety of AI in the field of education.
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