Home “ChatGPT for intercultural pragmatic learning? potentially, but not yet” – The question of using AI to develop students’ intercultural pragmatic competence
Article
Licensed
Unlicensed Requires Authentication

“ChatGPT for intercultural pragmatic learning? potentially, but not yet” – The question of using AI to develop students’ intercultural pragmatic competence

  • István Kecskés

    István Kecskés (1947–2025) was a Hungarian-born American linguist and Distinguished Professor at the University at Albany, SUNY. Renowned for pioneering the field of intercultural pragmatics, he authored influential works such as Intercultural Pragmatics (2014) and English as a Lingua Franca: The Pragmatic Perspective (2019). He served as President of the American Pragmatics Association and founded several key academic journals and conferences, leaving a lasting impact on pragmatics and bilingualism research.

    and Hanh Dinh

    Hanh Dinh is Associate Director of Multilingual Student Services and a lecturer of the English Pathway Program at Vermont State University. Her expertise includes bilingual education, intercultural pragmatics, language learning for STEM fields, and multilingual academic support. Her research focuses on advancing multilingual learners’ academic success, developing intercultural communicative competence, and promoting global engagement through innovative approaches. She has published her work in several journal articles and book chapters.

    EMAIL logo
Published/Copyright: August 4, 2025
Become an author with De Gruyter Brill

Abstract

The study explores the effectiveness of ChatGPT in fostering intercultural pragmatic competence, focusing on Japanese learners of English. Using Kecskes’ sociocognitive framework, the research examines ChatGPT’s role in conversations involving meaning negotiation and repair mechanisms. The study analyzed over 10,000 responses generated by ChatGPT during interactions with 45 students from different nationalities, ranging from upper-beginner to upper-intermediate proficiency levels, in simulated social situations. A comprehensive examination of AI and participant responses and feedback yields a sophisticated understanding of the AI strengths and flaws, along with intercultural communication repair strategies for meaning negotiation. Specifically, findings reveal that while ChatGPT effectively models certain cooperative aspects of communication, it struggles with maintaining relevance and lacks human-like repair strategies. Students often initiate self-repair instead of other-repair, indicating limited interactive feedback from ChatGPT. Furthermore, excessive information. On the positive side, ChatGPT encourages confidence in students through predictions and co-constructed phrases, although its performance is repetitive and lacks deep contextual understanding. The study recommends cautious use of ChatGPT in pragmatic learning and highlights the need for more advanced frameworks to enhance AI’s role in intercultural communication education.


Corresponding author: Hanh Dinh, Vermont State University, Montpelier, USA, E-mail:

About the authors

István Kecskés

István Kecskés (1947–2025) was a Hungarian-born American linguist and Distinguished Professor at the University at Albany, SUNY. Renowned for pioneering the field of intercultural pragmatics, he authored influential works such as Intercultural Pragmatics (2014) and English as a Lingua Franca: The Pragmatic Perspective (2019). He served as President of the American Pragmatics Association and founded several key academic journals and conferences, leaving a lasting impact on pragmatics and bilingualism research.

Hanh Dinh

Hanh Dinh is Associate Director of Multilingual Student Services and a lecturer of the English Pathway Program at Vermont State University. Her expertise includes bilingual education, intercultural pragmatics, language learning for STEM fields, and multilingual academic support. Her research focuses on advancing multilingual learners’ academic success, developing intercultural communicative competence, and promoting global engagement through innovative approaches. She has published her work in several journal articles and book chapters.

References

Alloatti, Francesca, Francesca Grasso, Roger Ferrod, Giovanni Siragusa, Luigi Di Caro & Federica Cena. 2023. A tag-based methodology for the detection of user repair strategies in task-oriented conversational agents. Computer Speech & Language 86. 101603. https://doi.org/10.1016/j.csl.2023.101603.Search in Google Scholar

Athanassopoulos, Stavros, Polyxeni Manoli, Maria Gouvi, Konstantinos Lavidas & Vassilis Komis. 2023. The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research 3(2). 818–824. https://doi.org/10.25082/amler.2023.02.009.Search in Google Scholar

Braggaar, Anouck, Jasmin Verhagen, Gabriëlla Martijn & Christine Liebrecht. 2023. Conversational repair strategies to cope with errors and breakdowns in customer service chatbot conversations. In International Workshop on Chatbot Research and Design, vol. 1, 23–41. Cham: Springer Nature Switzerland.10.1007/978-3-031-54975-5_2Search in Google Scholar

Brown, Penelope & Stephen Levinson. 1987. Politeness: Some universals in language usage (Studies in interactional sociolinguistics 4). Cambridge: Cambridge University Press.10.1017/CBO9780511813085Search in Google Scholar

Byrne, David. 2022. A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality and Quantity 56(3). 1391–1412. https://doi.org/10.1007/s11135-021-01182-y.Search in Google Scholar

Cain, William. 2024. Prompting change: Exploring prompt engineering in large language model AI and its potential to transform education. TechTrends 68(1). 47–57. https://doi.org/10.1007/s11528-023-00896-0.Search in Google Scholar

Cogo, Alessia & Marie-Luise Pitzl. 2016. Pre-empting and signalling non-understanding in ELF. ELT Journal 70(3). 339–345. https://doi.org/10.1093/elt/ccw015.Search in Google Scholar

Dai, David Wei, Shungo Suzuki & Guanliang Chen. 2025. Generative AI for professional communication training in intercultural contexts: Where are we now and where are we heading? Applied Linguistics Review 16(2). 763–774. https://doi.org/10.1515/applirev-2024-0184.Search in Google Scholar

Dai, David Wei & Hua Zhu. 2025. When AI meets intercultural communication: New frontiers, new agendas. Applied Linguistics Review 16(2). 747–751.https://doi.org/10.1515/applirev-2024-0185.Search in Google Scholar

Dippold, Doris. 2023. “Can I have the scan on Tuesday?” User repair in interaction with a task-oriented chatbot and the question of communication skills for AI. Journal of Pragmatics 204. 21–32. https://doi.org/10.1016/j.pragma.2022.12.004.Search in Google Scholar

Goar, Vishal, Nagendra Singh Yadav & Pallavi Singh Yadav. 2023. Conversational AI for natural language processing: An review of ChatGPT. International Journal on Recent and Innovation Trends in Computing and Communication 11. 109–117. https://doi.org/10.17762/ijritcc.v11i3s.6161.Search in Google Scholar

Huang, Jiamiao & Shumin Li. 2023. Opportunities and challenges in the application of ChatGPT in foreign language teaching. International Journal of Education and Social Science Research 6(4). 75–89.10.37500/IJESSR.2023.6406Search in Google Scholar

Jahan, Mudasar, Lubna Aram Azam, Farooq Ahmad & Hina Sadia. 2023. Reinforcement learning supplementing communicative language teaching: Examining the applications of ChatGPT in ELT classrooms. Journal of Namibian Studies: History Politics Culture 33. 299–330.Search in Google Scholar

Kecskes, Istvan. 2019a. The interplay of prior experience and actual situational context in intercultural first encounters. Pragmatics and Cognition 26(1). 112–134. https://doi.org/10.1075/pc.19008.kec.Search in Google Scholar

Kecskes, Istvan. 2018. How does pragmatic competence develop in bilinguals? In Yolanda Ruiz de Zarobe & Leyre Ruiz de Zarobe (eds.), Multilingualism and L2 acquisition: New Perspectives on current research, 37–52. Abingdon: Routledge.10.4324/9781315448121-6Search in Google Scholar

Kecskes, Istvan. 2019b. Impoverished pragmatics? The semantics-pragmatics interface from an intercultural perspective. Intercultural Pragmatics 16(5). 489–515. https://doi.org/10.1515/ip-2019-0026.Search in Google Scholar

Kecskes, Istvan. 2020. Interculturality and intercultural pragmatics. In Jane Jackson (ed.). The Routledge handbook of language and intercultural communication, 138–155. Abingdon: Routledge.10.4324/9781003036210-11Search in Google Scholar

Kecskes, Istvan. 2023. Context-sensitivity in intercultural impoliteness. In Istvan Kecskes (ed.). The socio-cognitive Approach to Communication and pragmatics, 173–193. Cham: Springer International Publishing.10.1007/978-3-031-30160-5_9Search in Google Scholar

Kecskes, Istvan & Fenghui Zhang. 2009. Activating, seeking, and creating common ground: A socio-cognitive approach. Pragmatics and Cognition 17(2). 331–355. https://doi.org/10.1075/pc.17.2.06kec.Search in Google Scholar

Lee, Bradford & Daniel Cook. 2024. Exploring the potential of AI for pragmatics instruction. https://doi.org/10.2139/ssrn.4810301 (accessed 28 August 2024).Search in Google Scholar

Lew, Zijian & Joseph B. Walther. 2023. Social scripts and expectancy violations: Evaluating communication with human or AI chatbot interactants. Media Psychology 26(1). 1–16. https://doi.org/10.1080/15213269.2022.2084111.Search in Google Scholar

Liao, Lizi, Grace Hui Yang & Chirag Shah. 2023. Proactive conversational agents in the post-chatgpt world. In Proceedings of the 46th international ACM SIGIR Conference on Research and Development in information retrieval, 3452–3455. Taipei, Taiwan: Association of Computing Machinery.10.1145/3539618.3594250Search in Google Scholar

Liddicoat, Anthony. 2014. Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics 11(2). 259–277. https://doi.org/10.1515/ip-2014-0011.Search in Google Scholar

McCallum, Lee. 2024. New takes on developing intercultural communicative competence: Using AI tools in telecollaboration task design and task completion. Journal for Multicultural Education 18(12). 153–172. https://doi.org/10.1108/jme-06-2023-0043.Search in Google Scholar

McConachy, Troy. 2019. L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness. Journal of Pragmatics 151. 167–176. https://doi.org/10.1016/j.pragma.2019.02.014.Search in Google Scholar

Meier, Cécile. 2003. The meaning of too, enough, and so. that. Natural Language Semantics 11(1). 69–107. https://doi.org/10.1023/a1023002608785.Search in Google Scholar

Nguyen, Minh Thi Thuy. 2011. Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal 42(1). 17–30. https://doi.org/10.1177/0033688210390265.Search in Google Scholar

Ortaçtepe, Deniz. 2013. Formulaic language and conceptual socialization: The route to becoming nativelike in L2. System 41(3). 852–865. https://doi.org/10.1016/j.system.2013.08.006.Search in Google Scholar

Pütz, Ole & Elena Esposito. 2024. Performance without understanding: How ChatGPT relies on humans to repair conversational trouble. Discourse & Communication 18(6). 859–868.https://doi.org/10.1177/17504813241271492.Search in Google Scholar

Rheu, Minjin, Dai Yue, Jingbo Meng & Wei Peng. 2024. When a chatbot disappoints you: Expectancy violation in human-chatbot interaction in a social support context. Communication Research 51(7). 782–814. https://doi.org/10.1177/00936502231221669.Search in Google Scholar

Sarwari, Abdul Qahar, Muhammad Naeem Javed, Hamedi Mohd Adnan & Mohammad Nubli Abdul Wahab. 2024. Assessment of the impacts of artificial intelligence (AI) on intercultural communication among postgraduate students in a multicultural university environment. Scientific Reports 14(1). 13849. https://doi.org/10.1038/s41598-024-63276-5.Search in Google Scholar

Saygin, Ayse Pinar & Ilyas Cicekli. 2002. Pragmatics in human-computer conversations. Journal of Pragmatics 34(3). 227–258. https://doi.org/10.1016/s0378-2166-02-80001-7.Search in Google Scholar

Schauer, Gila A. 2024. Intercultural competence and pragmatics. Berlin: Springer Nature.10.1007/978-3-031-44472-2Search in Google Scholar

Takemoto, Mai. 2010. Contextualization cues and footing in Japanese-English bilingual storytelling activities. Gengo Jōhō Kagaku (Language and information sciences) 8. 119–135.Search in Google Scholar

Timpe-Laughlin, Veronika, Keelan Evanini, Ashley Green, Ian Blood & Judit Dombi. 2017. Designing interactive, automated dialogues for L2 pragmatics learning. In Proceedings of the 21st workshop on the semantics and pragmatics of dialogue, 143–152. Germany: SemDial: Saarbrücken.10.21437/SemDial.2017-13Search in Google Scholar

Tudini, Vincenza. 2016. Repair and codeswitching for learning in online intercultural talk. System 62. 15–25. https://doi.org/10.1016/j.system.2016.06.011.Search in Google Scholar

Walter, Yoshija. 2024. Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education 21(1). 15-25, https://doi.org/10.1186/s41239-024-00448-3.Search in Google Scholar

Yang, Shuang, Huiwen Zhao & Luo Wen. 2024. The impact of artificial intelligence on intercultural communication. IntechOpen, 1–8. https://doi.org/10.5772/intechopen.1006172.Search in Google Scholar

Zhai, Chunpeng & Wibowo Santoso. 2023. A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence 4. 100134. https://doi.org/10.1016/j.caeai.2023.100134.Search in Google Scholar

Published Online: 2025-08-04
Published in Print: 2025-04-28

© 2025 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 7.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/ip-2025-2008/html
Scroll to top button