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Abstract
Artificial Intelligences (AI) are a subset of complicated language models that require extensive training on large datasets and rely on deep learning techniques to improve their output. Obtaining quick answers on a wide range of topics, both simple and complex, is made possible via the widely used program ChatGPT. There are contrasting perspectives on the use of technology in education: some consider it a means to facilitate learning and alleviate the burden on educators, while others regard it as a risk to academic honesty that enables students to cheat and engage in plagiarism. In this meta-synthesis, we investigated in several different ways in order to find out how ChatGPT4 can be used in a scientific research, the role it wears, benefits, arduousness and impressions for scientific researchers. ChatGPT4, as a data collector, was asked to recommend articles about technology in language teaching or learning to emerge whether it behaves systematically or not. According to the findings, its suggestions were mostly fake studies, however, the real ones were, apparently, picked randomly (not by the author’s popularity, journal indexing or a fixed participant group). Thus, ChatGPT4 can serve to the researchers as data provider but only if analysed very carefully. As a second result, the studies derived by ChatGPT4, showed a lot of diversity on keywords, the participant groups, data collection tools, publishing years, journals, research methods and contents.
