Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model

Liu, Guangxiang; Ma, Chaojun

doi:10.1080/17501229.2023.2240316

Cited by 110 publications

(39 citation statements)

References 26 publications

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“…The study indicated that the potential factors significantly affect learners' achievements in ChatGPTaided education in terms of learners' acceptance, accessibility of communication, digital literacy and motivation. Learners' acceptance could involve various factors in relation to perceived of usefulness, perceived ease of use, behavioral intention, actual behavior and attitude (Liu & Ma, 2023). Many studies demonstrated that ChatGPT could increase accessibility of communication and improve students' learning results, which was significantly associated with learners' feedback, interaction, assessment and simulation (Rawas, 2023).…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of the Potential Influencing Factors for ChatGPT-Assisted Education

2024

International Journal of Technology-Enhanced Education

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Due to the swift advancement of artificial intelligence, the emergence of ChatGPT has garnered considerable attention within the educational sphere. The aim of the study is to conduct a systematic literature review concerning the potential factors of ChatGPT-assisted education, specifically focusing on learners' acceptance, the accessibility of communication, digital literacy, and motivation. Therefore, pertinent peer-reviewed articles (n=41) were identified using the preferred reporting items for systematic review and meta-analysis protocol (PRISMA-P) for subsequent exploration. The findings indicated that the potential influencing factors in four dimensions have positive contribution to the educational achievements facilitated by ChatGPT. The four primary influencing factors further include 14 sub-influencing factors. Future research may delve into the mode of feedback and the mode of interaction within the context of ChatGPT-facilitated learning and teaching.

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Section: Resultsmentioning

confidence: 99%

A Systematic Review of the Potential Influencing Factors for ChatGPT-Assisted Education

2024

International Journal of Technology-Enhanced Education

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“…The application of conversational agents such as ChatGPT in education is an emerging area of research. ChatGPT's perceived ease of use and usefulness are anticipated to significantly affect students' behavioural intentions to use it as a learning tool, thereby influencing their actual usage patterns (Liu & Ma, 2023). This aligns with the core propositions of TAM and extends its application to the field of artificial intelligence in education.…”

Section: Research Modelmentioning

confidence: 99%

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Amjad,

Aslam,

Tabassum

2024

Euro J of Education

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Mobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university students through a self‐developed questionnaire having four subscales (M‐learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M‐learning is a significant contributor to students' academic performance at the university level (β = .460, t(598) = 12.663, p < .001). Social media were found to be significantly mediating the relationship between M‐learning and academic performance with coefficient B = .267, SE = .038, t(597) = 7.08, p < .001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B = .288, t(596) = 2.50, p = .013), but the interaction term had an insignificant effect on the relationship between M‐learning and academic performance (β = .292, t(596) = −0.43, p = .668). The study suggests that M‐learning can improve students' performance. The influence of social media and the non‐moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M‐learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning.

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“…ChatGPT способен оказывать изучающим языки постоянную помощь, базируясь на аутентичных образцах устной и письменной речи [36; 37]. Исследования включают применение ChatGPT в изучении языков [38], а также письменную учебную и научную коммуникацию, академическое письмо [39]. ChatGPT: этика и академическая честность в образовании.…”

Section: интеграция образования т 28 № 1 2024unclassified

Prospects for ChatGPT Application in Higher Education: A Scoping Review of International Research

Raitskaya,

Lambovska

2023

IntegrEdu

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Introduction. The arrival of advanced Generative Pre-Trained Transformer (GPT) in late 2022 resulted in a wide spread of the technology, capable of generating texts of any genres, complexity, and styles. Written communication embraces all spheres of human educational and professional activities that caused a lightning speed at which the technology was introduced into education, science, journalism, mass communication, medicine, etc. The academic community is vigorously discussing the plausible consequences and potential of ChatGPT for various domains, especially education, medicine, and science at large. The review seeks to analyze international publications on ChatGPT’s impact and potential in higher education and to identify the key lines of research. Materials and Methods. Based on the PRISMA methodology the authors selected 190 articles and reviews indexed in the Scopus database with the inclusion criteria in focus (period, languages, field, themes). The publications were analyzed and distributed among seven thematic clusters. Results. As a result of the analysis of the publications, the following clusters were formed: higher education (71 documents), education in various areas (37 documents), writing and language learning (24 documents), assessment in educational systems (22 documents), medical education (18 documents), ethical issues and academic integrity (15 documents), and perception of ChatGPT on part of students and educators (12 documents). Discussion and Conclusion. The analysis of the ChatGPT potential and negative aspects in higher education allows for singling out the subject areas where the most essential transformations will take place: assessment of knowledge and skills, information credibility, scope of competence and skills formed in higher education, ethical issues of research, various aspects of professional training. The authors’ conclusions correlate with the reviews on ChatGPT published earlier. Addressing the new challenges requires the system of education to be transformed, new forms of learning and assessment to be introduced. The review results may be applied in further research on the topic. Given a skyrocketing rise in the number of publications on ChatGPT, researchers ought to keep track of new research in the emerging subject area.

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Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model

Cited by 110 publications

References 26 publications

A Systematic Review of the Potential Influencing Factors for ChatGPT-Assisted Education

A Systematic Review of the Potential Influencing Factors for ChatGPT-Assisted Education

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Prospects for ChatGPT Application in Higher Education: A Scoping Review of International Research

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