Using ChatGPT in English Language Learning: A Study on I.T. Students’ Attitudes, Habits, and Perceptions

Abstract

In the realm of AI-driven education, it is pivotal to evaluate the viability of ChatGPT as a substitute for human teachers in English classrooms. This study aims to explore learners' behaviors, perceptions, and attitudes to ChatGPT usage in English language learning. Participants were 120 I.T. students in Vietnam – the Korea University of Information and Communication Technology and the University of Da Nang- who were learning English as a non-specialized subject. Data collection was conducted with multiple choices, a 4-point Likert scale questionnaire, and in-depth interviews. The findings highlight students' need for teacher's instruction and physical classroom despite recognizing ChatGPT’s efficacy for ESP vocabulary acquisition, translation, grammar checking, and paraphrasing. Students predominantly exploited ChatGPT to find instant solutions to English learning difficulties. The research underscores the importance of guiding learners to appropriately utilize ChatGPT, emphasizing the need for further investigation into plagiarism-detecting tools to mitigate potential misuse of the technology.

Exploring English Vocabulary Learning of Vietnamese Secondary School Students with VoiceGPT Assistance

“…Besides, their favorable perceptions and concerns about the potential difficulties in promoting learning new English words support the findings of Thái (2023). Furthermore, the results of this study are compatible with those of Ho (2024), which highlighted the importance of learners' instructor supervision.…”

“…chatbot can help to provide larger linguistic input, identify the meaning of words in context, and increase access to information. Additionally, the research results that reveal this interactive online chatbot can help secondary school students scaffold their learning process, including English vocabulary learning, are similar to those of Bin-Hady et al (2023) and Ho (2024). Besides, their favorable perceptions and concerns about the potential difficulties in promoting learning new English words support the findings of Thái (2023).…”

“…The potential benefits and challenges of ChatGPT use in assisting vocabulary learning were found by antecedent studies such as Kohnke et al (2023), Bin-Hady et al (2023), and Farrokhnia et al (2023, and the EFL learners' perceptions toward this chatbot was studied by Thái (2023) and Ho (2024). Kohnke et al (2023) conducted qualitative research to explore the use of ChatGPT in language teaching and learning.…”

“…tools into English language teaching in the future. Ho (2024) conducted a mixed-method case study to learn more about I.T. students' attitudes and usage patterns when exposed to ChatGPT.…”

ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA

“…Prior studies indicating that A.I. robots may increase student participation and discourse point to ChatGPT's persistent positive effect on classroom engagement (Ho, 2024;Javaid et al, 2023;Mai et al, 2024). According to research, students find utilizing ChatGPT to be more engaging while learning new words, writing, and language use (Pham & Nguyen, 2024).…”