Although artificial intelligence (AI) is not a new field of study, recent research and technological developments have brought it to the forefront in almost every walk of life, including but not limited to, marketing, healthcare, industry, e-commerce, social media and education. Similarly, conversational agents and chatbots have been around for a long time in the twenty-first century, yet quite recently, some awe-inspiring tools in this area have been introduced. Being one of these innovative tools, ChatGPT is able to assume a variety of roles: It can respond to queries, generate text that resembles human language, write codes, solve problems or puzzles, and make recommendations, among others. Through iterative prompting, users can fine-tune ChatGPT’s responses to get the most useful answers. Due to the extensive variety of roles that it can assume, ChatGPT has enormous potential for education as well. Educators use this tool as an aid to designing lesson plans, preparing instructional materials or assessment tools.Because my colleague Dr. Çakır and I are both interested in English language teaching and translation studies, we aimed to bring together theoretical knowledge and practical insights about the use of ChatGPT in both of these fields. Therefore, we planned this edited volume on this on ChatGPT, with a focus on these fields. Moreover, to establish a firm background for the chapters about these two areas, we invited researchers to contribute to this volume with chapters that can sketch a brief outline of key issues about large language models and ChatGPT. We thematically organised this volume into three sections with fourteen chapters in total. The first section is intended for offering our audience a broad knowledge of major issues about large language models, artificial intelligence and ChatGPT. The section opens with a brief summary of the history of large language models, and the rest of it discusses the basics of ChatGPT, with a particular focus on prompting and ethical use of this tool. The second section elaborates on how to use ChatGPT in language instruction. Finally, the third section discusses its use in translation studies. It particularly brings up issues xrelated to the use of ChatGPT as a machine translation tool, pedagogical tool in translation classes, along with issues around its use in pre- and post-editing machine translation output.We would like to thank each of the researchers who contributed to this volume; without their help and support this practical guide would hardly come into existence. Below is more detailed information about the focus of each chapter. We hope that you enjoy reading them all.