English Language Learning with ChatGPT
Professor Diverís Vega López practical strategies for integrating ChatGPT and custom GPTs into undergraduate ESL classrooms—boosting confidence, clarity, and authentic communication.
Prof. Diverís Vega López is a professor and researcher from Puerto Rico whose work bridges language education, instructional design, and the ethical integration of artificial intelligence in learning. In this interview, López discusses how AI is being used her undergraduate course English and Writing for the Professional World.
Source note: This is an edited interview adapted from a narrated video submitted to OpenAI. Watch the associated video in OpenAI Academy.
Intro
What if learning English as a second language could feel less intimidating, more personal, and deeply empowering? For Prof. Vega, a professor at Universidad del Sagrado Corazón in Puerto Rico, this question is at the heart of her teaching. Through innovative use of ChatGPT and a custom-built GPT called “Hello Inglés,” she’s reimagining how undergraduates—many of whom bring a wide range of language backgrounds—find their voice in English. In this interview, Prof. Vega shares her approach, practical classroom strategies, and the impact these tools are having on her students’ confidence and communication skills.
The Interview
Q: You teach first- and second-year undergraduates in Puerto Rico, many of whom have very different experiences with English. What challenges do you see in supporting such a diverse group?
López: The range is significant. Some students are almost bilingual, often because of family, school, or media, while others have very limited exposure to English in daily life. These differences often reflect broader socioeconomic and educational backgrounds. So, my instruction needs to be flexible and equitable, and most importantly, it needs to build the confidence of my students. The goal is always to help students find their own voice in English, not just to meet a standard.
Q: How do you use generative AI, specifically ChatGPT, to support that goal?
López: I use two main approaches and one custom tool. First, there’s a feedback loop for writing assignments. Students draft materials like cover letters or resumes, then use ChatGPT to get targeted feedback using a prompt I provide. We review the AI’s notes together in class, discuss what’s useful and why, and then students revise their work. They can also ask ChatGPT to generate an improved version based on the feedback, and we compare the original with the AI’s revision. This helps students identify what sounds generic versus what really reflects their intent and personality.
Q: Can you share a concrete example of a prompt or exercise you use?
López: Absolutely. For example, I’ll have students ask ChatGPT to “act as a hiring manager” and evaluate their cover letter or resume for clarity, tone, and relevance. ChatGPT gives detailed feedback—five strengths, five specific improvements, with examples.
We then discuss as a group: Did they agree with the feedback? What surprised them? After that, I’ll have them request a revised version from ChatGPT, but with a one-sentence rationale per paragraph. We compare, discuss what feels human or generic, and students add personal anecdotes or details only they can provide. The process keeps their voice at the center.
Q: How do you approach speaking and real-time communication practice?
López: We use ChatGPT with the voice feature enabled, so students can practice live conversation. They ask questions, respond to follow-ups, and practice repair strategies in real time. For students who are shy about speaking English, I encourage them to ask questions in Spanish and have ChatGPT reply in English. This helps them process and interpret answers in a way that feels safe and manageable. I also provide prompts like, “Be my conversation partner on the topic of internships. Ask one question at a time, and if my answer is short, politely push me to elaborate.” At the end, ChatGPT gives pronunciation tips and useful expressions. This makes practice accessible and low-pressure.
Q: You’ve also built a custom GPT, Hello Inglés. What inspired you to create it, and how does it work?
López: When OpenAI released the ability to create custom GPTs, I saw an opportunity to simplify and personalize support for my students. I built Hello Inglés as a friendly practice tutor that can hold voice conversations, break down grammar with simple examples, clarify literature passages, and guide students through the writing process—without ever ghostwriting. If a student asks for a full essay, Hello Inglés redirects them to create an outline, asks for personal experiences, and provides drafting checkpoints. It’s designed to coach, not replace, and to always protect the student’s unique voice. I embedded it in our learning management system so students can access it alongside rubrics and assignments.
Q: What impact have you seen on students since integrating these AI tools?
López: Students report feeling less shy about speaking English, and many say the voice demo is a “game changer.” Having a tool they can use on their own builds confidence and independence. In class, these students participate more and express how much they enjoy the dynamic. Many also tell me that grammar finally “clicks” when ChatGPT explains it step by step. Most importantly, they can see the difference between AI-generated text and writing that carries their personal story—and they choose the latter. Little by little, their language learning world expands with the help of AI.
Q: What advice would you give to other educators who want to try this?
López: Start small, with manageable tasks you can demonstrate. Try one assignment using ChatGPT just for feedback, then have a class discussion and a short reflection. Always keep students’ voices at the center, and set clear rules: disclose AI use, verify facts, respect privacy, and never submit AI-generated work as your own. Reflection is non-negotiable—it’s where real learning happens. With thoughtful design, ChatGPT can become a bridge to learning, not a shortcut. Students in Prof. Vega’s class report greater confidence and engagement after using AI tools for language practice.
What Stands Out
Core idea: Vega’s approach centers on using AI not as a replacement for student effort, but as a scaffold for developing authentic communication skills and personal voice in English.
Classroom design: Her feedback loop—combining AI-generated critique, group discussion, and iterative revision—ensures students remain active participants, learning to distinguish between generic output and their own unique contributions.
Student impact: Students report increased confidence, reduced anxiety, and deeper engagement. The ability to practice independently and receive tailored support, especially through voice features, is transformative for many.
Transferable lesson: Thoughtful integration of AI, with clear boundaries and a focus on reflection, can bridge gaps in language learning and empower students to take ownership of their growth.
Bio
Diverís Vega López is a professor and researcher from Puerto Rico whose work bridges language education, instructional design, and the ethical integration of artificial intelligence in learning. With experience teaching from middle school to higher education, her research explores how AI is transforming language, literacy, and communication in academic contexts.