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Abstract
Artificial Intelligence (AI) has changed from a simple subordinate device to a pedagogical mediator in the language learning process. In resource-poor environments such as Afghanistan, higher education institutions face the challenges of instructor shortages, limited language practice, and a lack of educational resources. This study evaluated the role of ChatGPT as a pedagogical mediator for German language students at Nangarhar University. Data were collected from 90 students through a questionnaire, which involved usage patterns, adaptive feedback, reduced learning concern, and learner autonomy. The results presented that ChatGPT supports language practice, instant and adaptive feedback, a low-anxiety situation, and learner autonomy. These findings are consistent with Vygotsky’s Zone of Proximal Development (ZPD), Communicative Language Teaching (CLT), and the Input–Interaction–Output model, and support the role of ChatGPT as a helper, not a substitute for the instructor. The study recommends that integrating ChatGPT into the language curriculum can develop learning consequences, and instructors properly integrate AI tools into the curriculum, certifying that they are consistent with instructor guidelines, ethics, and curriculum.
[Kecerdasan Buatan (Artificial Intelligence/AI) telah berkembang dari sekadar perangkat pendukung sederhana menjadi mediator pedagogis dalam proses pembelajaran bahasa. Di lingkungan dengan sumber daya terbatas seperti Afghanistan, institusi pendidikan tinggi menghadapi berbagai tantangan, termasuk keterbatasan jumlah pengajar, minimnya kesempatan praktik berbahasa, dan kurangnya sumber daya pendidikan. Penelitian ini mengevaluasi peran ChatGPT sebagai mediator pedagogis bagi mahasiswa bahasa Jerman di Universitas Nangarhar. Data dikumpulkan dari 90 mahasiswa melalui kuesioner yang mencakup pola penggunaan, umpan balik adaptif, pengurangan kecemasan belajar, dan kemandirian belajar. Hasil penelitian menunjukkan bahwa ChatGPT mendukung praktik berbahasa, memberikan umpan balik yang cepat dan adaptif, menciptakan situasi belajar dengan tingkat kecemasan yang lebih rendah, serta meningkatkan kemandirian peserta didik. Temuan ini sejalan dengan konsep Zone of Proximal Development (ZPD) dari Vygotsky, Communicative Language Teaching (CLT), serta model Input–Interaction–Output, dan mendukung peran ChatGPT sebagai pendamping pembelajaran, bukan sebagai pengganti pengajar. Penelitian ini merekomendasikan integrasi ChatGPT ke dalam kurikulum pembelajaran bahasa untuk meningkatkan hasil belajar. Selain itu, para pengajar perlu mengintegrasikan perangkat AI secara tepat ke dalam kurikulum dengan memastikan kesesuaiannya terhadap pedoman pengajaran, etika, dan tujuan kurikulum.]
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Copyright (c) 2026 Said Ikram Nael, Irfan Akhtar (Author)
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References
- Afra, R., & Jalali, V. (2025). An experimental comparison of traditional and ChatGPT-assisted writing instruction: Effects on EFL learners’ writing performance. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 11(1), 1–17.
- Akhtar, I. (2024). Artificial intelligence in higher education: Mitigating risks, embracing opportunities, and shaping the future. Kardan Journal of Engineering and Technology, 1. https://doi.org/10.31841/KJET.2024.35
- Al-Maroof, R. S., et al. (2024). A comparative analysis of ChatGPT and Google in educational settings: Understanding the influence of mediators on learning platform adoption. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 365–386). Springer.
- Alfaisal, R., Salloum, S. A., & Salloum, A. (2024). Transforming teacher-student interactions in the metaverse: The role of ChatGPT as a mediator and facilitator. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 403–412). Springer.
- Alhamam, A. A. (2025). Investigating the role of AI tool interactions in enhancing English language acquisition among Saudi college students. Arab World English Journal, 16(3), 426–440.
- Binu, P. (n.d.). Does ChatGPT enhance English language learning or only address learners’ immediate needs? A comprehensive pedagogical analysis.
- Chawla, U., Mohnot, R., & Singh, H. V. (2024). Unleashing the potential: An empirical study on student application of ChatGPT in education using serial mediation modeling. Education and Information Technologies, 29(16), 20941–20975.
- Cong-Lem, N., & Daneshfar, S. (2024). Generative AI and second/foreign language education from Vygotsky’s cultural-historical perspective. In Innovations in Technologies for Language Teaching and Learning (pp. 175–188). Springer.
- Gil de Zúñiga, H., Goyanes, M., & Durotoye, T. (2024). A scholarly definition of artificial intelligence (AI): Advancing AI as a conceptual framework in communication research. Political Communication, 41(2), 317–334.
- Ibrahim, H. (2025). A suggested framework for integrating artificial intelligence in foreign language education: Implications for EFL in the Middle East. English Language, Literature and Education Journal, 3(2), 53–69.
- Imranullah, A., Anwari, M. A., & Ghani, M. B. (2025). Factors leading to educational centers’ closure in Jalalabad City, Afghanistan. Journal of Education, Learning and Management, 2(1), 146–153. https://doi.org/10.69739/jelm.v2i1.257
- Jamil, B., Yu, Z., & Razzaq, A. (n.d.). Evaluating the role of ChatGPT on EFL learners’ wellbeing: The mediating role of emotional regulation. SSRN. https://doi.org/10.2139/ssrn.5933377
- Ji, H., Han, I., & Park, S. (2024). Teaching foreign language with conversational AI: Teacher-student-AI interaction.
- Kim, W. (2025). Language learning in the age of AI: A critical examination of ChatGPT’s sociocultural and pedagogical impact. International Journal of Internet, Broadcasting and Communication, 17(2), 144–153.
- Lukešová, A., & Jennings, P. J. (2026). AI-assisted language learning: ChatGPT’s impact on mastering English tenses at the university level. Social Sciences & Humanities Open, 13, 102532.
- Mustafa, K. (2025). The efficacy, integration, and pedagogical implications of generative AI in second language acquisition. TLEP–International Journal of Multidisciplinary, 2(5), 188–197.
- Özturan, T., & Shrestha, P. (2025). ChatGPT’s potential to enhance language learners’ proximal development through dialogic interaction.
- Photiyarach, R. (2025). ChatGPT’s perspectives on its role as a language and cultural partner: Enhancing English language acquisition and intercultural competence. Ramkhamhaeng International Journal of Science and Technology, 8(3), 41–56.
- Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17–23.
- Saeedi, Z., & Soltani, M. (2025). Developing an AI chatbot for language pragmatics instruction: From algorithms to dynamic assessment in an EFL context. Computer Assisted Language Learning, 1–22.
- Tahir, R. I. (2025). The impact of ChatGPT as a peer interaction partner in enhancing pragmatic competence among EFL learners. Journal of Language Studies, 9(2), 219–233.
- Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(1), 160.
- Verenikina, I. (2010). Vygotsky in twenty-first-century research. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 16–25). Association for the Advancement of Computing in Education (AACE).
- Wang, D., Zheng, Y., & Chen, G. (2024). ChatGPT or BERT? Exploring the potential of ChatGPT to facilitate preservice teachers’ learning of dialogic pedagogy. Educational Technology & Society, 27(3), 390–406.
- Wang, Y. (2025). Evaluating the influence of generative artificial intelligence on Chinese ESL students’ academic writing in New Zealand higher education.
- Wertsch, J. V., & Sohmer, R. (1995). Vygotsky on learning and development. Human Development, 38(6), 332–337.
References
Afra, R., & Jalali, V. (2025). An experimental comparison of traditional and ChatGPT-assisted writing instruction: Effects on EFL learners’ writing performance. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 11(1), 1–17.
Akhtar, I. (2024). Artificial intelligence in higher education: Mitigating risks, embracing opportunities, and shaping the future. Kardan Journal of Engineering and Technology, 1. https://doi.org/10.31841/KJET.2024.35
Al-Maroof, R. S., et al. (2024). A comparative analysis of ChatGPT and Google in educational settings: Understanding the influence of mediators on learning platform adoption. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 365–386). Springer.
Alfaisal, R., Salloum, S. A., & Salloum, A. (2024). Transforming teacher-student interactions in the metaverse: The role of ChatGPT as a mediator and facilitator. In Artificial Intelligence in Education: The Power and Dangers of ChatGPT in the Classroom (pp. 403–412). Springer.
Alhamam, A. A. (2025). Investigating the role of AI tool interactions in enhancing English language acquisition among Saudi college students. Arab World English Journal, 16(3), 426–440.
Binu, P. (n.d.). Does ChatGPT enhance English language learning or only address learners’ immediate needs? A comprehensive pedagogical analysis.
Chawla, U., Mohnot, R., & Singh, H. V. (2024). Unleashing the potential: An empirical study on student application of ChatGPT in education using serial mediation modeling. Education and Information Technologies, 29(16), 20941–20975.
Cong-Lem, N., & Daneshfar, S. (2024). Generative AI and second/foreign language education from Vygotsky’s cultural-historical perspective. In Innovations in Technologies for Language Teaching and Learning (pp. 175–188). Springer.
Gil de Zúñiga, H., Goyanes, M., & Durotoye, T. (2024). A scholarly definition of artificial intelligence (AI): Advancing AI as a conceptual framework in communication research. Political Communication, 41(2), 317–334.
Ibrahim, H. (2025). A suggested framework for integrating artificial intelligence in foreign language education: Implications for EFL in the Middle East. English Language, Literature and Education Journal, 3(2), 53–69.
Imranullah, A., Anwari, M. A., & Ghani, M. B. (2025). Factors leading to educational centers’ closure in Jalalabad City, Afghanistan. Journal of Education, Learning and Management, 2(1), 146–153. https://doi.org/10.69739/jelm.v2i1.257
Jamil, B., Yu, Z., & Razzaq, A. (n.d.). Evaluating the role of ChatGPT on EFL learners’ wellbeing: The mediating role of emotional regulation. SSRN. https://doi.org/10.2139/ssrn.5933377
Ji, H., Han, I., & Park, S. (2024). Teaching foreign language with conversational AI: Teacher-student-AI interaction.
Kim, W. (2025). Language learning in the age of AI: A critical examination of ChatGPT’s sociocultural and pedagogical impact. International Journal of Internet, Broadcasting and Communication, 17(2), 144–153.
Lukešová, A., & Jennings, P. J. (2026). AI-assisted language learning: ChatGPT’s impact on mastering English tenses at the university level. Social Sciences & Humanities Open, 13, 102532.
Mustafa, K. (2025). The efficacy, integration, and pedagogical implications of generative AI in second language acquisition. TLEP–International Journal of Multidisciplinary, 2(5), 188–197.
Özturan, T., & Shrestha, P. (2025). ChatGPT’s potential to enhance language learners’ proximal development through dialogic interaction.
Photiyarach, R. (2025). ChatGPT’s perspectives on its role as a language and cultural partner: Enhancing English language acquisition and intercultural competence. Ramkhamhaeng International Journal of Science and Technology, 8(3), 41–56.
Qasserras, L. (2023). Systematic review of communicative language teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 17–23.
Saeedi, Z., & Soltani, M. (2025). Developing an AI chatbot for language pragmatics instruction: From algorithms to dynamic assessment in an EFL context. Computer Assisted Language Learning, 1–22.
Tahir, R. I. (2025). The impact of ChatGPT as a peer interaction partner in enhancing pragmatic competence among EFL learners. Journal of Language Studies, 9(2), 219–233.
Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(1), 160.
Verenikina, I. (2010). Vygotsky in twenty-first-century research. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 16–25). Association for the Advancement of Computing in Education (AACE).
Wang, D., Zheng, Y., & Chen, G. (2024). ChatGPT or BERT? Exploring the potential of ChatGPT to facilitate preservice teachers’ learning of dialogic pedagogy. Educational Technology & Society, 27(3), 390–406.
Wang, Y. (2025). Evaluating the influence of generative artificial intelligence on Chinese ESL students’ academic writing in New Zealand higher education.
Wertsch, J. V., & Sohmer, R. (1995). Vygotsky on learning and development. Human Development, 38(6), 332–337.