MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY PHẠM LÊ THU DUNG EFL STUDENTS’ PERCEPTIONS OF USING CHATGPT AS A LANGUAGE LEARNING TOOL: A CASE IN THE MEKONG DELTA MASTER THESIS MAJ
Rationale for the study
In the Industry 4.0 era, English has emerged as the global language of communication and commerce, serving as a gateway to information, innovation, and advancement As the primary language of online content, academic resources, and scientific publications, English has become an indispensable tool for individuals seeking knowledge and staying updated on global developments.
English is a strategic investment in their future It broadens their horizons, enhances their employability, and provides access to a vast pool of educational resources.
Presently, the technology that is garnering significant attention is artificial intelligence (AI) Artificial intelligence is "the ability of a machine to exhibit intelligent behavior, such as learning and problem-solving" (Newell & Simon, 1972, p 105) With the capacity to learn, process information, and interact with humans, the integration of AI and natural language processing technologies into education has brought about innovative tools that could revolutionize language learning experiences Among these technologies, ChatGPT, an advanced language model created by OpenAI, is receiving growing attention ChatGPT has shown exceptional ability in understanding and generating human-like text, positioning it as a promising tool to assist EFL students in their language learning journey.
According to Ellis (1994), a language learning tool encompasses any resource that facilitates language acquisition for learners ChatGPT exemplifies such a tool, leveraging its capabilities to explain complex concepts, provide suggestions for written content, and answer questions By harnessing these strengths, ChatGPT emerges as a promising resource for English as a Foreign Language (EFL) students to enhance their language learning experience.
However, as a technology emerging in late 2022, there have not been many studies on the perceptions of EFL students regarding the use of ChatGPT for language learning, especially in the Mekong Delta region of Vietnam Additionally, there is limited previous quantitative research on ChatGPT Furthermore, current research has paid limited attention to how male and female EFL students perceive ChatGPT as language learning tool This mixed-methods research aims to address these gaps by exploring the perceptions of EFL students towards ChatGPT, with a specific focus on the Mekong Delta region of Vietnam, and investigating whether there are any gender-based differences in these perceptions.
Research aims
1 To investigate EFL students' perceptions of the use of ChatGPT as a language learning tool in English learning.
2 To examine whether there are any differences in the perceptions of male and femaleEFL students regarding the use of ChatGPT as a language learning tool in English.
Research questions 2 1.5 Scope
Perceptions
Efron (1969) states that perception is the primary way individuals engage cognitively with their surroundings The study of perception holds particular importance in both philosophy and science, as all conceptual knowledge is based on or originates from this fundamental form of awareness (Efron 1969) Gregory (1970) states that perceptions are regarded as hypotheses in which people attempt to infer something from what they see and think Gregory highlights the importance of prior knowledge and experiences in shaping perceptions Meanwhile, Lindsay and Norman (1977) believe that perception is the process of interpreting a circumstance into something that is important to one's past experiences.
Here is a rewritten paragraph that captures the essence of the original text while adhering to SEO rules:"Understanding students' perceptions is vital, as it reveals their awareness of their own actions and behaviors By examining their viewpoints, educators can tailor their approach to effectively introduce new concepts and foster a more engaging learning experience, ultimately enhancing the overall educational journey."
In the context of this study, “perceptions” is defined as students' awareness of ChatGPT as a language tool for learning English.
Language learning tools
Here is a rewritten paragraph that captures the essence of the original text, optimized for SEO:Language learning tools are designed to facilitate language acquisition, encompassing traditional materials like textbooks and language labs, as well as modern computer-based programs and online platforms (Warschauer, 1996) The primary purpose of these tools is to support language learners in their educational pursuits, enhancing engagement and enthusiasm for language acquisition Effective language learning tools can significantly expedite the learning process, and in today's technological era, AI-based chatbots like ChatGPT have emerged as promising solutions This study focuses on language learning as a holistic process, encompassing the four skills of listening, speaking, reading, and writing, as well as vocabulary and grammar development.
4 not encompass linguistics This is because ChatGPT's capabilities are not yet sufficient for studying the linguistics of a language.
ChatGPT 5 2.2 AI-based chatbots in EFL language learning 5 2.3 ChatGPT’s usefulness in EFL language learning 6 2.4
ChatGPT, developed by OpenAI, is an AI-based chatbot that mimics human conversations using user input, as defined by Opara (2023) With ChatGPT's ability to engage learners in natural language interactions, it has the potential to enhance traditional teaching methods This tool can offer a personalized and interactive experience that adapts to individual learning needs and preferences ChatGPT can create human-like dialogues by comprehending the context of a conversation and producing suitable replies It utilizes a deep learning model known as GPT-3, which has been trained on an extensive dataset of conversations (Deng & Lin, 2023) In other words, ChatGPT is a computer program that can communicate and generate human-like text in response to a wide range of prompts and questions.
2.2 AI-based chatbots in EFL language learning
Advancements in technology have paved the way for innovative educational tools, among which chatbots have emerged as a notable trend These digital conversational agents are designed to engage with users, simulating human interactions in various contexts This section examines the impact and potential of chatbots in enhancing language learning and students’ motivation.
Numerous studies have explored the beneficial effects of AI-assisted language learning tools on the language acquisition skills of English learners (Divekar et al, 2021; Bašić et al., 2023; Fitria, 2023) More specifically, AlKhayat (2017) investigated the effectiveness of chatbots in improving English language proficiency It involved 22 undergraduate students from an Arab university in Saudi Arabia, divided into three groups The research focused on these students using a virtual agent for English practice, guided by situated learning and constructivist theories Survey results and teacher feedback revealed that student proficiency levels and language skills play a vital role in determining the success of chatbot integration in the classroom.
Ebadi and Amini (2022) explored the attitudes of Iranian university students toward AI powered mobile applications and analyzed how social presence and human-like features influence learner motivation through the use of chatbots 256 English as a foreign language learners interacted with the chatbot "Computer Simulation in Educational
Communication (CSIEC)." Data collected included audio-recorded practices, transcriptions, social presence scales, motivation measures, human-likeness ratings, and a focus group interview The quantitative analysis, using Structural Equation Modeling, show that learner motivation is influenced by social presence and the human-like characteristics of the tool Qualitative findings indicated that CSIEC's involvement
5 boosted learners' motivation, enthusiasm, and confidence in learning English This study offers insights for the future use of chatbots as educational companions and may inform personalized assessment and feedback strategies.
Kohnke (2023) created a chatbot to support second-language learners at a higher education institution in Hong Kong with their independent language studies The research used a questionnaire with 128 participants and followed up with semi structured interviews with 12 participants to gain a detailed understanding of how learners interacted with the chatbot The results revealed that participants enjoyed their interactions with the chatbot, both in and out of the classroom, and believed it helped improve their English language skills This is especially significant in higher education, where students are expected to take responsibility for their own learning and engage in self-directed study This suggests that chatbots can be a valuable resource for offering personalized support and bridging the gap between classroom learning and practical language use.
Zhang and colleagues (2023) developed a chatbot for independent, out-of-class training on identifying logical fallacies in EFL argumentative writing 15 Chinese EFL students participated in the five-week training They used interviews and transcript analysis to understand how the training impacted participants' self-efficacy and EFL argumentative writing skills To support their findings, pre-post questionnaires on writing self-efficacy were administered, and argumentative writings were evaluated using the Illinois Critical Thinking Essay Scoring Rubric The findings showed that the training improved argumentative writing skills, although it might have slightly lowered self-efficacy.
In conclusion, the studies report that AI-assisted tools, particularly chatbots, have a positive impact on various aspects of English language learning, such as language, motivation, independent learning, and argumentative writing skills If used correctly and with the right strategies, chatbots can have a significant positive influence on language learning However, it is the importance of balancing technological implementation with learners' needs and psychological factors to ensure the most effective outcomes.
2.3 ChatGPT’s usefulness in EFL language learning
Studies on the use of ChatGPT in English language learning for EFL students have explored both its effectiveness and potential as a supplementary tool in a classroom setting Overall, these studies demonstrate that students generally find ChatGPT beneficial for enhancing their language skills, especially in writing, but there are also some noted limitations.
A recent study by Abd et al (2023) involving 181 students from Universiti Teknologi MARA in Malaysia revealed that a significant majority of participants perceived ChatGPT as a valuable tool for enhancing their writing skills The study's findings highlighted the potential benefits of incorporating ChatGPT into academic settings to improve student writing.
6 platform’s ability to provide personalized feedback, vocabulary suggestions, and grammatical corrections, which not only improved their writing skills but also increased their confidence in self-expression The findings underscore how ChatGPT can make English learning more enjoyable and engaging for students, reinforcing its value in the classroom.
Similarly, Bok and Cho (2023) examined how 71 Korean students in an academic writing course used ChatGPT for paragraph revisions Students appreciated the instant feedback on grammar, vocabulary, and paragraph coherence, citing the tool's availability anytime and anywhere as a significant advantage However, challenges such as the lack of detailed explanations and unclear feedback were also reported The study suggested that ChatGPT could serve as a useful tool for writing revision but should be complemented with teacher input to address its shortcomings This points to the importance of blending AI and human feedback for a more balanced learning approach.
In another study, Vera (2023) investigated the impact of ChatGPT on the English learning process of Chilean university students In an experimental study with a control and experimental group, Vera found that students who used ChatGPT showed improved language proficiency compared to those in traditional classroom settings The results emphasized the tool's ability to provide individualized, interactive learning opportunities that enhance the learning experience However, Vera cautioned against viewing ChatGPT as a replacement for traditional instruction, stressing that it should be seen as a supplementary tool that adds value through personalization and engagement.
Beyond student perspectives, educator views have also been explored Mohamed (2023) conducted interviews with 10 EFL faculty members at Northern Border University in Saudi Arabia to understand their opinions about ChatGPT’s role in language acquisition. While some faculty members acknowledged its value in providing prompt and accurate answers, others expressed concern over its potential to weaken students' critical thinking and research skills They also noted that AI could unintentionally reinforce biases or incorrect information Despite these concerns, the educators agreed that ChatGPT could be a helpful complement to traditional teaching methods, but more research is needed to fully understand its impact
Research design
This study was designed as descriptive research with a mixed method employed to collect the data The three common approaches to conducting research are quantitative, qualitative, and mixed methods.
Creswell and Creswell (2017) describe quantitative research as a means of testing objective theories by examining the relationship among variables Quantitative research aims to gather numerical data to explain, forecast, or control phenomena of interest (Brown, 2010) The outcome of quantitative research typically manifests as numbers, presented in tables, graphs, or other statistical forms Common data-collection instruments in quantitative research include questionnaires, which are widely used in construction research (Smith, 2015).
On the other hand, qualitative research aims to build a detailed and nuanced understanding of phenomena within their natural settings (Brown, 2010) Denzin and Lincoln (2011) note that qualitative research provides insight into participants' lived experiences and allows researchers to view the world from their perspectives The goal is to gain a deeper understanding of social or human issues by examining them from various viewpoints (Denzin & Lincoln, 2011) This approach uses diverse data collection methods, including observations and textual or visual analysis, with interviews being one of the most frequently utilized methods (Smith, 2015).
According to Johnson and Onwuegbuzie (2004), mixed methods research involves gathering, analyzing, and combining both quantitative and qualitative data This approach provides researchers with a comprehensive understanding by leveraging the strengths of both methods and addressing their individual limitations In this study, a mixed-method design was used to explore students' perceptions of ChatGPT as a tool for learning English Quantitative data from questionnaires were collected to gain insights into students' perceptions, while qualitative data from semi-structured interviews were used to gain a deeper understanding of their viewpoints (Johnson & Onwuegbuzie, 2004).
Participants
Participants for the questionnaire
118 EFL students (General program) participated in this survey This included students from both the English Language and English Teacher Education majors, both of which are part of the Department of Foreign Languages This is a convenience sampling.
Convenience sampling is a non-probability sampling technique that involves selecting participants based on their ease of access and availability This method is chosen for its cost-effectiveness and time efficiency, requiring minimal investment of time and resources in participant recruitment and allowing for quick data collection Additionally, convenience sampling is a feasible option when obtaining a random sample of the target population is challenging or impractical, making it a practical choice for researchers.
In a study involving 118 EFL students, 55.08% (65 students) were enrolled in the English Studies program, while 27.97% (33 students) were from the English Translation and Interpretation program Additionally, 16.95% of the participants, totaling 20 students, were from the English Teacher Education major.
In terms of cohorts, 10 students belonged to Cohort 46, accounting 8.47% of the total.
70 students belong to Cohort 47, accounting for 59.32% of the participants, and 38 students belong to Cohort 48, accounting for 32.2%.
In terms of genders, 51 were male, accounting for 43.22% of the participants, while 67 were female, accounting for 56.85% of the participants.
Major Frequency Percent Valid Percent
Table 3.2 Participants’ year of study
Course Frequency Percent Valid Percent Cumulative Percent
Gender Frequency Percent Valid Percent Cumulative Percent
Out of 118 students, ten voluntarily participated in semi-structured interviews, representing the English Language Studies and English Teacher Education programs within the Faculty of Foreign Languages These students had previously taken part in the survey.
Questionnaires are an effective research tool for collecting data from a large number of participants, making them ideal for understanding perceptions and attitudes (Creswell, 2014; Babbie, 2010) In this study, questionnaires were utilized to explore participants' views on using ChatGPT as an English language learning tool, leveraging insights from existing research by Ngo (2023), Zhang (2023), and the Technology Acceptance Model (TAM) framework.
The Technology Acceptance Model (TAM), proposed by Davis in 1989, is a widely recognized framework that explains how users accept and adopt new technologies Central to TAM are two critical factors: perceived usefulness (PU) and perceived ease of use, both of which significantly influence users' intentions to embrace a technology.
Perceived ease of use (PEOU) describes how effortless users find the technology, while perceived usefulness indicates their belief in the technology's ability to improve performance and productivity Furthermore, this study introduces a third element: attitude toward use, which encompasses users' overall feelings and evaluations of the technology, influenced by their perceptions of its effectiveness.
The Technology Acceptance Model (TAM) provides a systematic approach to understanding users' perceptions and attitudes towards technology adoption This framework is particularly effective for exploring English as a Foreign Language (EFL) students' views on utilizing ChatGPT for language learning, highlighting its usefulness and ease of use.
While the Technology Acceptance Model (TAM) serves as a valuable framework for understanding technology use, it may not encompass all factors critical to utilizing ChatGPT for language learning To enhance its relevance for English as a Foreign Language (EFL) students, the questionnaire modifies and expands upon TAM by including sections that focus on the frequency and types of tasks performed with ChatGPT, as well as the students' perceptions of the challenges they face while using the tool.
The questionnaire primarily assesses participants' perceptions, particularly regarding their ease of navigation and usability of ChatGPT for language learning, following an initial section on frequency and usage.
The questionnaire evaluates the perceived usefulness of ChatGPT as a language learning tool, prompting participants to rate its effectiveness in enhancing their English skills on a 5-point Likert scale Respondents identify key benefits gained from using ChatGPT, including improvements in vocabulary, grammar, and conversational abilities This assessment aligns with the fundamental idea of perceived usefulness within the Technology Acceptance Model (TAM).
Participants' attitudes towards the technology are assessed by reflecting on their overall impressions and satisfaction levels, offering valuable insights into their readiness to incorporate it into their learning routines.
Participants in the study expressed concerns about potential challenges they may face when using ChatGPT for language learning These challenges include the fear of receiving incorrect answers and the risk of becoming overly dependent on the tool for their language acquisition.
The questionnaire, comprising 32 items, is divided into three key sections: participants' personal information, including gender, cohort, and major; students' frequency and preferences for using ChatGPT in English learning; and students' perceptions of ChatGPT's role in enhancing their English learning experience (Refer to Appendix A)
The second section features three multiple-choice items designed to assess the frequency of ChatGPT usage for learning, identify the tasks most commonly performed with ChatGPT, and determine which English language skill of students is most significantly improved.
Semi-structured interviews
3.3.2.1 Rationale for using semi-structured interviews
Interviews are an effective method for gaining in-depth insights into individuals' experiences and perceptions (Merriam, 2009) According to Creswell (2014), they allow for a nuanced understanding of how people interpret their environments The semi-structured interview format is particularly advantageous due to its flexibility, as described by Fraenkel and Wallen (2019), allowing interviewers to use prepared questions while also exploring new topics in depth This approach is not only cost-effective but also enables a deeper investigation into the "how" and "why" of participants' experiences (Flick, 2014) Therefore, a semi-structured interview will be employed to examine participants' perceptions of using ChatGPT as a tool for learning English.
The interview aimed to gain insights into EFL students' perceptions of using ChatGPT for English learning, aligning with the study's primary objective It consisted of five open-ended questions designed to investigate students' usage of ChatGPT, its motivational impact on their English learning, the perceived benefits and drawbacks of the tool, and their suggestions for enhancing its effectiveness as a language learning resource.
3.3.2.3 Piloting the semi-structured interviews
Before the actual interview, interview questions were drafted in Vietnamese and tested with two students via Google Meet This pilot interview aimed to enhance the clarity and accessibility of the questions for the participants.
In this study, ten students who voluntarily participated in a questionnaire were invited for interviews conducted in Vietnamese Each interview lasted approximately 30 minutes, and the responses were recorded using Google Meeting.
Table 3.6 Summary of the research instruments
Instruments Questionnaires Semi-structure interviews Functions
To collect data about students’ perceptions of using ChatGPT as a language learning tool.
3 items using multiple choice approach
32 items using 5 point-Likert scale with 4 clusters
To explore in-depth students’ perceptions of using ChatGPT as a language learning tool.
5 open-ended questions regarding their perceptions and their suggestions for ChatGPT
Data analysis
Analysis of the questionnaire
Quantitative data analysis was conducted using IBM SPSS Statistics version 20 (SPSS). Descriptive statistics were employed to assess students' perceptions of using ChatGPT in learning language.
After collecting data, responses from all questionnaires were entered into SPSS for analysis The percentage for the three items in the Frequency and Usage cluster was calculated using a multiple-choice approach A five-point Likert scale (1=strongly disagree to 5=strongly agree) was employed, converting 29 items into numerical values for streamlined data entry Additionally, variables such as gender, major, and course enrollment were gathered and incorporated into SPSS for comprehensive analysis.
Table 3.7 The application of five-point Likert scale in SPSS (Field, 2013)Value
Range Label Mean of scale 10.01 - 1.80 Strongly disagree Very low21.81 -
2.60 Disagree Low32.61 - 3.40 Neutral Average43.41 - 4.20 Agree High54.21
When analyzing EFL students' perceptions of ChatGPT as a language learning tool using a 5-point Likert scale, it's crucial to recognize the subtle distinctions in their responses Students who strongly disagree (0.01 - 1.00) likely express significant skepticism regarding the effectiveness of ChatGPT for language acquisition Meanwhile, those in the disagree range (1.01 - 2.00) may harbor doubts or concerns about its utility in enhancing their language skills.
A survey revealed varying levels of confidence in ChatGPT's effectiveness for language acquisition, with 21 reservations indicating uncertainty Students in the neutral range (2.01 - 3.00) show ambivalence, suggesting a need for more information or experience Conversely, those who agree (3.01 - 4.00) acknowledge its potential benefits but remain somewhat unconvinced In contrast, respondents in the strongly agree range (4.01 - 5.00) demonstrate strong support for ChatGPT as a valuable tool for enhancing language skills, reflecting a high degree of confidence in its efficacy.
Analysis of the semi-structured interviews 22 3.5
Thematic analysis is a qualitative research method that focuses on identifying and analyzing patterns within data gathered from semi-structured interviews This approach entails a systematic organization and interpretation of interview transcripts to uncover deeper meanings and insights As outlined by Braun and Clarke (2006), the process involves several iterative steps: familiarizing oneself with the data, generating initial codes, searching for themes, reviewing these themes, defining and naming them, and ultimately producing a comprehensive final report.
Thematic analysis is a versatile and adaptable research method, ideal for a range of contexts and theoretical frameworks It empowers researchers to explore complex phenomena in depth, capturing rich insights from participants Additionally, this approach facilitates the incorporation of diverse perspectives, thereby boosting the credibility and reliability of research findings.
All the data were gathered in the second semester of the academic year 2023-2024
Week 1 - 2 Conducting and piloting questionnaires, interviews
Week 3 - 4 Email the professors to ask for their permission to survey the participants
Delivering the questionnaires through paper to the participants
Week 5 - 6 Synthesizing the data from the questionnaires Arrange the schedule for the interview Week 7 - 9 Interviewing the participants
Week 10 - 11 Synthesizing the data from observations, the interviews
Week 12 - 15 Analyzing the data from questionnaires, the observations, and interviews
Writing the report and completing the thesis
This chapter reports the findings from the questionnaire and the interview The following section examines participants' perceptions using ChatGPT as a language learning tool.
4.1 Findings from the questionnaire and interview
A Descriptive Statistics Test was conducted to analyze students' frequency and usage of ChatGPT as a tool for learning English The first item focused on how often students utilize ChatGPT for their English studies, with the results detailed in Table 4.1.
Table 4.1.The frequency of ChatGPT used by students in English language learning
Always 29 24.6 24.6 24.6 Usually 72 61.0 61.0 85.6 Sometimes 17 14.4 14.4 100.0 Never 0 0 0 0 Total 118 100.0 100.0
The findings reveal a high prevalence of ChatGPT use among EFL students in the study.
A substantial 85.6% of students utilize ChatGPT regularly for English language learning, with 24.6% considering it a vital part of their routine This indicates a high level of acceptance and potential for ChatGPT as an effective learning aid Additionally, 17% of students use it occasionally, highlighting its role as a complementary resource in their studies Notably, no students reported never using ChatGPT, demonstrating widespread awareness of this innovative tool.
In the analysis of ChatGPT usage, respondents were allowed to select multiple tasks from a list of six The focus was on the frequency of individual tasks rather than percentages Notably, the three most commonly utilized tasks were generating ideas and providing assistance.
23 explanations for English language use, and proofreading and error correction of writing drafts Table 4.2 presents the results of the analysis.
Table 4.2 Frequency of tasks using ChatGPT as a language learning tool
The findings from both the questionnaire and interviews reveal a clear preference among students for using ChatGPT to support specific tasks in their English language learning.
According to a recent questionnaire, students primarily use ChatGPT for three main tasks: generating ideas, proofreading, and providing explanations for English language use Generating ideas was the most popular task, chosen 104 times, as students appreciate ChatGPT's help in articulating their thoughts in a new language and creating outlines for their writing and presentations Proofreading followed closely with 88 selections, demonstrating ChatGPT's ability to identify spelling errors, grammar mistakes, and improper word usage Lastly, providing explanations garnered 70 votes, indicating that students frequently seek clarification on language rules and grammar through ChatGPT.
Interviews revealed that students primarily utilize ChatGPT for proofreading, followed by paraphrasing and idea generation Ninety percent of participants highlighted its effectiveness in identifying grammar errors and enhancing word choice, with many considering it a vital tool for improving writing skills For example, one student noted, "I take it a step further by giving ChatGPT poorly written samples, which helps me spot common mistakes and get better at writing." While students valued the structured ideas generated by ChatGPT, they stressed the importance of refining and personalizing these suggestions to align with their unique requirements.
According to the questionnaire results, writing is the most frequently utilized skill, with 83% of students indicating they primarily use ChatGPT for writing tasks This significant preference highlights students' reliance on the tool for their written English assignments The low usage percentages for listening and speaking skills, with only 3.4% and 9.3% of students respectively, may be attributed to ChatGPT's lack of functionalities in these areas Additionally, 16.9% of students reported using ChatGPT for reading, often to generate reading passages and create quizzes for self-assessment.
In interviews, students frequently identified writing as the primary skill enhanced by ChatGPT, particularly for tasks like proofreading and paraphrasing One student highlighted the tool's effectiveness in identifying grammatical errors and providing alternative phrasings that enhance writing flow However, while students appreciated the clarity offered by ChatGPT in paraphrasing, some expressed concerns about its occasional robotic or unnatural suggestions, indicating a nuanced reliance on the tool for improving their writing.
In generating ideas, it showed that students often turn to ChatGPT for generating ideas.
In a recent questionnaire, students highlighted idea generation as the most important task, appreciating ChatGPT's capability to create outlines for writing, speaking, and presentations Interviews further reinforced this sentiment, with students describing ChatGPT as an invaluable resource for brainstorming and organizing their projects One student noted, "When it comes to generating ideas, I find ChatGPT really helpful it provides me with outlines and ideas on what to say."
Interviews revealed that while students value ChatGPT's initial suggestions, they often need to refine these ideas to better fit their personal style and academic requirements As one student noted, "I prefer to begin with my own thoughts and then use ChatGPT to polish them," highlighting the tool's role in enhancing clarity and impact This underscores the significance of personal input and creativity in the brainstorming process, despite ChatGPT's contributions.
In a recent survey, 61 students identified paraphrasing as a moderately useful task Interviews revealed mixed feelings about using ChatGPT for this purpose; while some students praised its ability to generate alternatives and enhance sentence clarity, others criticized its suggestions as overly mechanical One student highlighted the educational value of ChatGPT, noting, "ChatGPT can explain its reasoning behind paraphrases, offering a valuable learning opportunity." Despite concerns regarding the unnaturalness of some paraphrases, students recognized the tool's effectiveness in restructuring sentences and improving clarity, especially when they faced difficulties in articulating their ideas.
Proofreading and mistake correction emerged as the second most popular task in the questionnaire and were frequently mentioned in interviews These discussions offered deeper insights into students' utilization of this feature, with many expressing their appreciation for its effectiveness.
ChatGPT’s ability to catch errors they often overlooked and appreciated its suggestions
Improving word choice and writing flow is essential for effective communication One student noted that using tools like ChatGPT helps identify grammatical errors they might overlook while also providing alternative phrasings that enhance overall writing fluidity Many students have utilized ChatGPT to analyze poorly written samples, leveraging it as a valuable learning resource to recognize common mistakes and refine their writing skills.
Students perceive ChatGPT as more than just a tool for correcting errors; they see it as a valuable partner in their writing development Its contributions go beyond basic corrections, offering feedback that significantly improves their writing style and boosts their confidence in their skills.
Findings from the questionnaire and interview
Multiple choice section
A Descriptive Statistics Test was conducted to analyze students' frequency and usage of ChatGPT as an English learning tool The first item assessed the frequency of ChatGPT usage for learning English, with the results detailed in Table 4.1.
Table 4.1.The frequency of ChatGPT used by students in English language learning
Always 29 24.6 24.6 24.6 Usually 72 61.0 61.0 85.6 Sometimes 17 14.4 14.4 100.0 Never 0 0 0 0 Total 118 100.0 100.0
The findings reveal a high prevalence of ChatGPT use among EFL students in the study.
A substantial 85.6% of students regularly utilize ChatGPT for English language learning, with 24.6% considering it a vital part of their routine, indicating a high level of acceptance and potential as a learning resource Additionally, 17% of students use ChatGPT occasionally, suggesting it serves as a supplementary tool in their studies Notably, no students reported never using ChatGPT, reflecting a widespread awareness of this innovative learning aid.
In the analysis of ChatGPT usage, respondents were allowed to select multiple tasks, leading to a focus on the frequency of individual tasks rather than percentage distributions Among the six tasks listed in the questionnaire, the most commonly utilized tasks were generating ideas and providing assistance.
23 explanations for English language use, and proofreading and error correction of writing drafts Table 4.2 presents the results of the analysis.
Table 4.2 Frequency of tasks using ChatGPT as a language learning tool
The findings from both the questionnaire and interviews reveal a clear preference among students for using ChatGPT to support specific tasks in their English language learning.
According to a recent questionnaire, students predominantly use ChatGPT for three main tasks: generating ideas, proofreading, and providing explanations for English language use The most common task, generating ideas, was selected 104 times, as students appreciate ChatGPT’s support in overcoming the challenges of articulating thoughts in a new language and creating outlines for their writing and presentations Proofreading was chosen 88 times, underscoring ChatGPT’s effectiveness in identifying spelling, grammar, and word usage errors Lastly, providing explanations garnered 70 selections, reflecting students' need for clarification on language rules and grammar.
Interviews revealed that students primarily use ChatGPT for proofreading, followed by paraphrasing and idea generation Ninety percent of participants highlighted its effectiveness in identifying grammar errors and enhancing word choice, with many considering it an invaluable resource for improving writing skills For example, one student noted that by inputting poorly written samples into ChatGPT, they could identify common mistakes and enhance their writing abilities While students valued the structural suggestions provided by ChatGPT for idea generation, they stressed the importance of refining and personalizing these suggestions to fit their unique requirements.
According to the questionnaire results, writing is the most frequently utilized skill, with 83% of students primarily using ChatGPT for writing tasks This strong preference highlights the reliance on the tool for written English assignments The limited functionalities of ChatGPT in listening and speaking may explain the low engagement in these areas, as only 3.4% of students reported using it for listening and 9.3% for speaking Additionally, 16.9% of students utilized ChatGPT for reading, generating passages, and creating quizzes to assess their comprehension.
In interviews, students frequently cited writing as the primary skill they utilize ChatGPT for, with a focus on enhancing their writing through proofreading and paraphrasing For instance, one student remarked that ChatGPT effectively identifies grammatical errors and provides alternative phrasings that enhance writing flow However, while students appreciate the clarity offered by ChatGPT in paraphrasing, some expressed concerns about its occasional robotic or unnatural suggestions.
In generating ideas, it showed that students often turn to ChatGPT for generating ideas.
In a recent questionnaire, students highlighted idea generation as the primary task they valued in ChatGPT, appreciating its capability to create outlines for writing, speaking, and presentations Interviews further revealed that students consider ChatGPT an effective tool for brainstorming and organizing their projects, with one student noting, "When it comes to generating ideas, I find ChatGPT really helpful it provides me with outlines and ideas on what to say."
Interviews revealed that while students value ChatGPT's initial suggestions, they often need to refine these ideas to better match their personal style and academic requirements One student noted, "I prefer to begin with my own thoughts and then use ChatGPT to polish them it helps to enhance the clarity and impact of my concepts." This highlights that although ChatGPT is a valuable tool in the brainstorming process, students still prioritize their own creativity and input.
In a recent questionnaire, 61 students identified paraphrasing as a moderately useful task, while interviews revealed varied opinions on using ChatGPT for this purpose Eight students reported utilizing ChatGPT for paraphrasing, with some praising its ability to generate alternatives and improve sentence clarity, though others criticized its suggestions as overly robotic One student highlighted the educational potential of ChatGPT, noting, "ChatGPT can explain its reasoning behind paraphrases, offering a valuable learning opportunity." Despite concerns about the unnaturalness of certain outputs, students recognized the tool's effectiveness in restructuring sentences and enhancing clarity, especially when they faced challenges in articulating their ideas.
Proofreading and mistake correction emerged as the second most popular task in the questionnaire and was frequently mentioned in interviews These discussions offered deeper insights into how students utilize this feature, with many expressing their appreciation for its benefits.
ChatGPT’s ability to catch errors they often overlooked and appreciated its suggestions
Many students have found that utilizing tools like ChatGPT significantly enhances their writing by improving word choice and flow One student noted that it helps catch grammatical errors they might overlook and suggests alternative phrasings to enhance readability Additionally, several students have leveraged ChatGPT to analyze poorly written samples, using it as a valuable learning resource to identify common mistakes and refine their writing skills.
Students see ChatGPT as more than just a tool for correcting errors; they view it as a valuable partner in their writing development Its contributions go beyond basic corrections, offering feedback that improves their overall writing style and boosts their confidence in their writing skills.
A recent questionnaire revealed that 70 students valued ChatGPT for its ability to explain English language usage, while 64 students appreciated it for assisting in learning new vocabulary Although interviews did not delve deeply into this topic, the findings underscore ChatGPT’s significance as a language clarification tool, aiding students in understanding challenging concepts and grammar rules Consequently, students often turn to ChatGPT for explanations related to their English learning, reinforcing its role as a convenient and readily available resource.
Table 4.3.The percentage of skill EFL students use ChatGPT to improve.
Skill of English Frequency Percent Valid Percent Cumulative Percent
A Descriptive Statistics Testwas used to examine students’ perceptions of using
ChatGPT as a language learning tool Table 4.1 shows the result of this test.
Table 4.4 Mean score of students’ perceptions of using ChatGPT as a language learning tool
N Min Max M SD Students’ perceptions 118 1 5 4.12 0.95
Table 4.1 shows that the mean score of students’ perceptions is higher than scale 3 in the five-degree scale (M=4.12, SD=.95), indicating that students’ perceptions of using
ChatGPT as a language learning tool were at a high level.
A Descriptive Statistics Test was performed to analyze the mean scores across four key clusters: perceived ease of use, perceived usefulness, attitude toward using, and perceptions of disadvantages The results are detailed in Table 4.4.
Table 4.5 Mean scores of the clusters of students’ perceptions
Clusters N Min Max Mean SDPerceived ease of use 118 1 5 4.3 8 Perceived usefulness 118 1 5 4.01 87 Attitude toward using 118 1 5 3.88 86 Perceptions regarding the disadvantages 118 1 5 3.69 1
Discussion
Question One: What are students’ perceptions of using ChatGPT as a language learning tool?
This study highlights that ChatGPT is user-friendly and delivers responses that are easy to comprehend According to Xiao and Zhi (2023), ChatGPT serves effectively as a learning partner or personal tutor, offering personalized, accessible, and adaptive support to users.
In a recent study, 85.5% of participants found ChatGPT's interface user-friendly, while 82.2% appreciated the clarity of its responses The platform's intuitive design minimizes the need for technical skills, allowing students of all levels to navigate it with ease Furthermore, ChatGPT's natural language processing capabilities produce human-like text that is both clear and coherent, enhancing the overall user experience.
This study reveals that ChatGPT is more beneficial for enhancing students' reading and writing skills than for improving other communication skills such as speaking and listening This aligns with Liu's (2023) findings, which indicate that participants prefer using ChatGPT to develop their reading and writing abilities rather than their communication skills This preference can be attributed to the nature of ChatGPT's responses.
As a text-based language model, ChatGPT primarily communicates through written text.
The results of this study align with Wang's (2024) literature review, which found that students perceive ChatGPT as a valuable tool for learning English, particularly in proofreading their writing drafts and generating ideas This consistency underscores the effectiveness of ChatGPT in enhancing students' English language skills.
ChatGPT proves to be a valuable tool in education by offering immediate and detailed feedback, enabling students to promptly identify and rectify errors Its ability to generate diverse ideas not only sparks creativity but also helps students overcome writer's block, fostering broader and more critical thinking in their writing However, a comparison with Wang's review reveals a notable distinction; while Wang found translation to be a highly utilized feature of ChatGPT, this study noted that only 67 out of 118 participants, or about 56%, selected translation as a function, placing it fourth among seven features This discrepancy may stem from the specific needs of the participants, as students in this study did not prioritize ChatGPT's translation capabilities, possibly opting for other AI tools or specialized translation services for converting text from Vietnamese to English.
This study indicates that students have a positive perception of ChatGPT in their English language learning journey, aligning with Ngo's (2023) assertion that "students were positive about the application of this AI chatbot in their learning." Notably, 82% of respondents believe that ChatGPT motivates them to learn English, supporting the findings of Karataş et al (2024) and Ali et al (2023) This suggests that students appreciate the recognition and support provided by ChatGPT through its feedback and encouragement.
39 Furthermore, having an intelligent tool readily available to answer questions during the English learning process also contributes to students' increased enthusiasm for learning English.
The qualitative analysis reveals a significant positive impact of AI integration on participants' motivation and engagement, supporting Huang and Tan's (2023) findings The dynamic and interactive features of ChatGPT, along with its capacity for immediate feedback, enhanced the writing experience, making it more stimulating and enjoyable This increased interactivity not only attracted participants but also maintained their interest over time Additionally, the boost in participants' confidence aligns with Su et al.'s (2023) conclusions, highlighting the effectiveness of AI in fostering a positive learning environment.
AI tools significantly enhance learners' writing confidence by fostering a supportive environment that encourages experimentation and improvement without the fear of criticism This integration of AI in education not only boosts student engagement but also promotes self-assurance, resulting in more effective and enjoyable learning experiences.
Students identify several disadvantages of using ChatGPT for learning English, including the potential for misinformation, a lack of human interaction, and an increased dependence on the chatbot This perspective is consistent with the research conducted by Zhai.
The potential for misinformation is a significant drawback of ChatGPT, as it generates responses based on training data patterns, which can lead to incorrect or misleading information This issue is particularly concerning in educational settings where accuracy is vital for effective learning Furthermore, the absence of human interaction poses another challenge, as students need direct communication to grasp informal language, cultural nuances, and body language effectively Relying too heavily on ChatGPT may hinder the development of independent learning skills, discouraging students from engaging in research, critical thinking, or direct interactions with peers and teachers (Song & Song, 2023).
This study presents a contrast to Zhang's (2023) findings, which indicated that ChatGPT struggled to effectively evaluate the quality and trustworthiness of sources In contrast, participants in this study reported instances where they successfully utilized ChatGPT to assess references, with one student specifically mentioning their experience in doing so.
To quickly assess the reliability of a reference, users can ask ChatGPT to evaluate the credibility of the journal or check if it has undergone peer review However, it is essential to recognize that ChatGPT's assessments may have limitations, and additional research is necessary to fully understand its effectiveness in this context.
Question two: Are there any differences in the perceptions of male and female EFL students regarding the use of ChatGPT as a language learning tool in English?
The study found no significant gender differences in how male and female EFL students perceive ChatGPT as a language learning tool (p > 0.05), with both groups acknowledging its usefulness and ease of use This supports the Technology Acceptance Model (TAM), which emphasizes that perceived usefulness and ease of use are crucial for technology adoption The lack of gender differences may stem from ChatGPT's universal accessibility and neutrality, as well as the increasing digital literacy among students Both male and female learners can engage with the tool at their own pace, resulting in similar perceptions of its benefits This finding is important for educators and policymakers, indicating that ChatGPT can be effectively integrated into language learning programs without the need for gender-specific modifications, allowing all students to equally benefit from features like personalized feedback, error correction, and idea generation.
This chapter summarizes the key findings related to the research questions, highlighting their implications for students, educators, and the university It also addresses the study's limitations and offers recommendations for future research.
Summary of the major findings
This study aimed to explore students' perceptions of ChatGPT as a language-learning tool, focusing on two main research questions: the first examines overall student perceptions, while the second investigates potential perceptual differences between male and female students The key findings of the study are summarized below.
EFL students hold positive perceptions of ChatGPT as a language learning tool, appreciating its ease of use and effectiveness in enhancing their English skills They particularly believe that ChatGPT aids significantly in improving writing and reading abilities The most frequent tasks students utilize ChatGPT for include generating ideas, offering explanations on English language usage, and proofreading their writing drafts Furthermore, students leverage ChatGPT for translating texts, summarizing lengthy passages, paraphrasing, and expanding their vocabulary.
In addition to the findings from the questionnaire, the interviews revealed that students also use ChatGPT for building general knowledge and preparing for upcoming lessons.
ChatGPT serves as a valuable resource for building general knowledge, offering detailed explanations and engaging discussions on various topics, including cultural phenomena, historical events, and current trends This interactive platform helps students prepare for upcoming lessons by providing insights and generating potential questions, allowing them to familiarize themselves with the material in advance By delivering summaries, key concepts, and relevant information, ChatGPT enhances students' readiness and confidence for classroom discussions and activities.
Students found that ChatGPT enhanced their motivation to learn English by providing encouraging feedback and simplifying the learning experience They perceived it as a personal tutor, offering tailored assistance However, some students expressed concerns about the potential drawbacks of relying on ChatGPT for their education.
Many individuals express concerns about ChatGPT potentially delivering inaccurate information and citations, including references that do not exist There is also apprehension that over-reliance on ChatGPT may weaken essential soft skills like critical thinking and creativity Additionally, interview findings reveal that some students perceive ChatGPT's language as somewhat robotic and believe its translation features, particularly from English to Vietnamese, require enhancement.
The study examined the perceptions of male and female EFL students on the use of ChatGPT as a language learning tool, revealing no significant differences between the two genders Both male and female students recognized ChatGPT's usefulness and acknowledged its limitations, indicating a shared appreciation for the tool's benefits in language learning.
Implications
Integrating ChatGPT into language learning routines allows students to significantly enhance their writing and reading skills By utilizing ChatGPT's support, learners can boost their English language proficiency and deepen their comprehension of the language.
Students should view ChatGPT as a supplementary tool rather than a replacement for traditional learning methods While it effectively generates ideas and offers feedback, it cannot substitute the value of engaging with teachers, peers, and various language resources To achieve a comprehensive language learning experience, students should integrate ChatGPT’s assistance with in-person practice and discussions.
Excessive dependence on ChatGPT may diminish students' critical thinking and problem-solving skills It is essential for students to actively question and assess the suggestions given by ChatGPT instead of accepting them without scrutiny By comparing ChatGPT's responses with their own perspectives and consulting additional sources, students can ensure the reliability of the information and enhance their analytical abilities.
Given the concerns about factual inaccuracies and fabricated citations, students should take responsibility for fact-checking ChatGPT’s outputs, especially for academic work.
Cross-referencing information is essential to ensure accuracy and reliability, rather than solely depending on citations generated by ChatGPT Furthermore, students must uphold ethical standards by refraining from using ChatGPT to complete independent tasks, such as essays and assignments, to maintain academic integrity.
ChatGPT can serve as a supplementary learning tool in the classroom, providing additional support for students' language skill development Teachers can incorporate
43 ChatGPT into their instructional strategies to facilitate independent learning and offer personalized assistance to students.
Teachers should invest in professional development programs to familiarize themselves with ChatGPT and discover innovative ways to integrate it into their teaching By staying updated on the latest advancements in language learning technology, educators can adapt their teaching methods to effectively address the diverse needs of their students.
University administrators must prioritize pedagogical support and training for faculty members looking to integrate ChatGPT into their teaching By offering workshops, seminars, and professional development programs, institutions can empower educators to explore the diverse applications of ChatGPT and create effective instructional strategies.
Administrators must tackle ethical concerns related to ChatGPT usage, focusing on student privacy protection and fostering responsible practices By implementing clear standards and policies for the ethical application of ChatGPT, universities can uphold academic integrity and cultivate a culture of responsible technology use within their communities.
Limitations
This study has two key limitations: it exclusively involved English majors, which may not reflect the perspectives of students from other disciplines within the university, and the relatively small sample size restricts the generalizability of the findings.
Recommendations for further research
While this study offers valuable insights into EFL students' perceptions of ChatGPT as a language learning tool, further research is needed Future studies should consider expanded and diverse sample sizes to enhance the generalizability of findings across various educational contexts and cultural backgrounds Additionally, examining ChatGPT's long-term effects on language retention and proficiency will deepen our understanding of its effectiveness over time Longitudinal studies tracking student progress over several months or academic terms, combined with standardized language proficiency tests like IELTS or TOEFL before and after ChatGPT usage, can effectively measure improvements in skills such as reading, writing, listening, and speaking Regular assessments at different intervals will yield important insights into the evolution of students' language abilities with continued use of ChatGPT Finally, expanding the research to include demographic variables such as age will provide a more comprehensive view of its impact.
44 technological aptitude, and previous exposure to AI tools would offer a more complete understanding of how various student groups engage with and gain from ChatGPT throughout their language learning process.
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My name is Pham Le Thu Dung, a postgraduate student of School of Foreign Languages, Can Tho University I am conducting a study entitled “EFL Students’ Perceptions of
The article titled "ChatGPT as a Language Learning Tool: A Case in the Mekong Delta" explores EFL students' perceptions of using ChatGPT for language learning The survey seeks to gather insights on this innovative tool, ensuring that all information collected will be used solely for research purposes Participants' responses will be treated with confidentiality, and their contributions are greatly valued.
*ChatGPT is a conversational AI, created by OpenAI Launched in late 2022, it allows you to have chats and discussions on a wide range of subjects.
SECTION TWO: Students’ perceptions of using ChatGPT as a language learning tool
1 How often do you use chatGPT? (circle your choice) a Always b Usually c Sometimes d Never 2 For what purposes, do you use
ChatGPT offers a variety of functionalities, including generating creative ideas, translating text, and providing explanations of English language usage, such as grammar rules and punctuation It also excels in proofreading and correcting writing drafts, summarizing academic papers and research articles for efficient self-study, and paraphrasing complex texts to enhance understanding.
50 g Learning new words (part of speech, word usage in a sentence, synonym and antonym)
Other:……… 3. Which skill of English do you use ChatGPT more? (Choose 1 skill) a Listening b. Speaking c Reading d Writing
For each item, please mark the cell that best represents your level of agreement. 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5: Strongly agree
4 I find ChatGPT’sinterfaceto beuser-friendlyand easy to navigate.
5 I find iteasytogive ChatGPT my requests
6 ChatGPTunderstands my requestsregardless of whether I usephrases, complete sentences, or keywords
7 I findChatGPT's responses to be clear andeasy to understand
8 ChatGPT helps megenerate ideasandimprove the outlinesof myEnglish writing assignments.
9 ChatGPT cananalyze my writing textsandsuggest language componentswhere improvements can be made for better unity, coherence and language use.
10 I use ChatGPT tosummarize the key pointsof the text, which helps mecatch the main ideamore effectively in self-study
11 ChatGPT helps mesummarize research materials, making it easier and faster tograsp the main components(participants, methods, findings, etc.) of the research
12 ChatGPT can offereffective reading strategiesto help meself-study easily(when preparing for exams, conducting research for assignments, or simply enhancing my comprehension skills).
14.ChatGPT canprovide synonyms or antonyms and examplesfor thewords I look up.
15 ChatGPT can provide meexplanationsabout word meaningandusage in context, help me use the words appropriately.
16 When I have time, I canlearn new wordsfortopics
I am interested inby askingChatGPT to write a passagefor me.
17 ChatGPT provide me to various ways of expressing the same idea, helping me enhance my vocabulary and language proficiency.
18 Ienjoyusing ChatGPT toself-study/ tostudy outside the classrooms.
19 I think ChatGPT could potentiallyreduce the cost for language learning.
20 ChatGPT canpersonalize my learning styleas it can generate responses specific to my queries.
21 Using ChatGPT for my English learning can motivate metolearn English.
22 ChatGPT can be agood partnerorteacherwho I can askanytime or anywhere.
23 I feelsatisfiedwithChatGPT supportin enhancing my English.
24 Due to itsusefulness, I think ChatGPT should be allowed in English classrooms.
25 Overuse of ChatGPT can diminish some soft skills, such as critical thinking skills, analysis skills, and problem solving skills.
26 I sometimesstruggle to identify unnatural language
(stiff, rigid, robotic) suggested by ChatGPT.
27 Over-reliance on ChatGPT can negatively impact my creativity in expressive skills (writing and speaking) due to itsformulaic responses.
28.Over-relianceon ChatGPT forgenerating complete pieces of writingcould weaken my writing skills.
29 I amworriedthat ChatGPT mightprovideme with inaccurate information.
30.Over-relianceon ChatGPT’s feedback makes it difficult to assess my own learning process.
31 I am concernedabout theprivacy of the information
I enter into ChatGPT (such as personal information, my writing, questions and answers, etc.), being used or accessed without my explicit consent.
32 ChatGPT mayprovide inaccurateornon-existent citation.
I am seeking participants for an interview related to my thesis research, which will take place on Google Meet Your assistance in this matter would be greatly appreciated Thank you for considering my request.
Thank you for your participation!
Tôi là Phạm Lê Thu Dung, sinh viên cao học tại Trường Ngoại ngữ, Đại học Cần Thơ Hiện tôi đang thực hiện nghiên cứu mang tên “Nhận thức của sinh viên ngôn ngữ Anh về việc sử dụng ChatGPT như một công cụ học ngôn ngữ: Trường hợp tại Đồng bằng sông Cửu Long” Mục tiêu của khảo sát này là nhằm tìm hiểu cách thức mà sinh viên ngôn ngữ tiếp cận và ứng dụng ChatGPT trong quá trình học tập.
Anh/chị nhận thức rằng ChatGPT có thể là một công cụ hữu ích trong việc học ngôn ngữ Thông tin mà anh/chị cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu và sẽ được giữ bí mật Thời gian và câu trả lời của anh/chị cho nghiên cứu này sẽ được đánh giá cao.
*ChatGPT cũng là một trí tuệ nhân tạo dạng hội thoại, được tạo ra bởi OpenAI.
Ra mắt vào cuối năm 2022, ChatGPT cho phép bạn trò chuyện và thảo luận về nhiều chủ đề khác nhau
PHẦN MỘT: Thông tin cá nhân
Giới tinh (khoanh tròn câu trả lời):Nam Nữ
Ngành học (khoanh tròn câu trả lời)
Biên-Phiên dịch tiếng Anh
PHẦN HAI: “Nhận thức của sinh viên ngôn ngữ Anh trong việc dùng ChatGPT như một công cụ học ngôn ngữ”
Tần suất sử dụng ChatGPT của bạn là như thế nào? Bạn có thể chọn một trong các lựa chọn: a Luôn luôn, b Thường xuyên, c Thỉnh thoảng, d Không bao giờ Ngoài ra, bạn sử dụng ChatGPT cho mục đích gì? Bạn có thể chọn nhiều lựa chọn khác nhau.
ChatGPT có thể hỗ trợ người dùng trong nhiều kỹ năng tiếng Anh, bao gồm đề xuất ý tưởng, dịch thuật và giải thích cách sử dụng ngữ pháp, từ vựng cũng như quy tắc dấu câu Ngoài ra, nó còn giúp rà soát và sửa lỗi bài viết, tóm tắt tài liệu học tập như báo cáo học thuật hay nghiên cứu, và diễn đạt lại nội dung cho rõ ràng hơn Một trong những ứng dụng hữu ích khác là học từ mới, bao gồm loại từ, cách sử dụng trong câu, cũng như từ đồng nghĩa và trái nghĩa Khi được hỏi về kỹ năng tiếng Anh mà người dùng sử dụng ChatGPT nhiều nhất, họ có thể chọn giữa nghe, nói, đọc hoặc viết.
Vui lòng trả lời các câu dưới đây bằng cách đánh dấu (x) vào ô trống, hãy theo dõi thang điểm sau đây):
NHẬN THỨC VỀ VIỆC DỄ SỬ DỤNG
4 Tôi thấygiao diệncủa ChatGPT rấtthân thiệnvàdễ dàng sử dụng.
5 Tôi có thểdễ dàng đưa ra yêucầu của mìnhcho
6 ChatGPThiểu được các yêu cầucủa tôi bất kể tôisử dụng cụm từ, câu hoàn chỉnh hay chỉ là từ khóa.
7 Tôi thấyphản hồi của ChatGPT rõ ràngvàdễ hiểu.
NHẬN THỨC VỀ LỢI ÍCH
8 ChatGPT giúpđưa ra ý tưởngvàcải thiện dàn ý của cácbài tập viết tiếng Anhcủa tôi.
9 ChatGPT có thểphân tích bài viết của tôivàđề xuất các cải thiệnnhằm tăng tính thống nhất, mạch lạc và cách sử dụng ngôn ngữ thích hợp hơn.
10 Tôi sử dụng ChatGPT đểtóm tắt những ý chính của văn bản, giúp tôinắm bắt ý chínhhiệu quả hơn trong quá trình tự học.
ChatGPT có khả năng tóm tắt các tài liệu nghiên cứu, giúp người dùng nhanh chóng nắm bắt những thành phần chính như người tham gia, phương pháp và kết quả của nghiên cứu.
ChatGPT có thể cung cấp những chiến lược đọc hiệu quả, giúp tôi tự học dễ dàng hơn, từ việc chuẩn bị cho bài kiểm tra, nghiên cứu bài tập cho đến việc cải thiện kỹ năng đọc hiểu.
13 ChatGPT giúpđưa ra các ý tưởngcho cácchủ đề nói tiếng Anhcủa tôi.
14.ChatGPT có thể cung cấptừ đồng nghĩa,từ trái nghĩavàví dụcho cáctừ mà tôi tra cứu.
15 ChatGPT có thể đưa ra các giải thích về ý nghĩa và cách sử dụng từ phù hợp ngữ cảnh, giúp tôi sử dụng từ một cách thích hợp.
Khi có thời gian rảnh, tôi thường tận dụng để mở rộng vốn từ vựng cho những chủ đề mình yêu thích bằng cách yêu cầu ChatGPT viết một đoạn văn liên quan.
17 ChatGPT đưa ra nhiều cách diễn đạt khác nhau cho cùng một ý tưởng, giúp tôi cải thiện vốn từ và khả năng ngôn ngữ.
THÁI ĐỘ ĐỐI VỚI VIỆC SỬ DỤNG
18 Ienjoyusing ChatGPT toself-study/ tostudy outside the classrooms.
Tôithíchsử dụng ChatGPT đểtự học/học ngoài lớp học.
19 I think ChatGPT could potentiallyreduce the cost for language learning.
Tôi nghĩ ChatGPT có tiềm nănggiảm chi phícho việc học ngoại ngữ.
20 ChatGPT canpersonalize my learning styleas it can generate responses specific to my queries.
ChatGPT có thểcá nhân hóa phong cách học tập của tôivì nó có khả năngtạo ra các phản hồi riêng biệttheo từngcâu hỏi của tôi.
21 Using ChatGPT for my English learning can motivate metolearn English.
Tôi có động lực hơn khi học tiếng Anh với ChatGPT.
22 ChatGPT can be agood partnerorteacherwho I can askanytime or anywhere.
ChatGPT có thể là mộtbạn họchoặcgiáo viêntuyệt vời vì tôi có thểđặt câu hỏi bất cứ lúc nào và ở đâu.
23 I feelsatisfiedwithChatGPT supportin enhancing my English.
Tôi cảm thấyhài lòngvớisự hỗ trợ của ChatGPT trong việccải thiện tiếng Anhcủa mình.
24 Due to itsusefulness, I think ChatGPT should be allowed inEnglish classrooms.
Nhờ tínhhữu íchcủa nó, tôi cho rằng ChatGPT nên được cho phép sử dụngtrong cáclớp học tiếng Anh.
NHẬN THỨC VỀ NHỮNG NHƯỢC ĐIỂM
Việc lạm dụng ChatGPT có thể dẫn đến sự suy giảm của một số kỹ năng mềm quan trọng, bao gồm tư duy phản biện, khả năng phân tích và kỹ năng giải quyết vấn đề.
26 Tôi đôi khigặp khó khăntrong việcnhận ra ngôn ngữ không tự nhiên(cứng nhắc, gượng gạo, máy móc) của ChatGPT.
Lạm dụng ChatGPT có thể tác động tiêu cực đến khả năng sáng tạo trong kỹ năng diễn đạt của tôi, cả trong viết lẫn nói, vì các câu trả lời của ChatGPT thường tuân theo một công thức cố định.
28 Việcquá phụ thuộc vào ChatGPTđểtạo ra các bài viết hoàn chỉnhcó thể làmyếu đi kỹ năng viếtcủa tôi.
29 Tôilo ngạirằng ChatGPT có thểcung cấpcho tôi thông tin không chính xác.
30 Việcquá phụ thuộc vào đánh giá của ChatGPT khiến việc tự đánh giá quá trình học tập của tôitrở nên khó khăn.
Tôi lo ngại về quyền riêng tư liên quan đến thông tin cá nhân mà tôi nhập vào ChatGPT, bao gồm các bài viết, câu hỏi và câu trả lời, có thể bị sử dụng hoặc truy cập mà không có sự đồng ý của tôi.
32.ChatGPT có thểđưa racáctrích dẫn không chính xáchoặckhông có thật.
PHẦN BA: CÂU HỎI PHỎNG VẤN
Bạn có muốn tham gia phỏng vấn cho nghiên cứu luận văn của tôi về chủ đề này không? Cuộc phỏng vấn sẽ được tiến hành qua Google Meet Tôi rất cảm ơn sự hỗ trợ của bạn.
Số điện thoại để liên lạc:………
Cảm ơn sự tham gia của anh/chị!
1 In the questionnaire, you chose to use ChatGPT for (generate ideas/translate/ ), please describe your usage in more detail And why you use ChatGPT for those tasks?
2 Does ChatGPT motivate you to learn English? How?
3 In your opinion, what are the other usefulness of using ChatGPT for learning English that you could not present in the questionnaire?
4 What are the other disadvantages of using ChatGPT for learning English?