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

Authors

DOI:

https://doi.org/10.54855/ijte.24414

Keywords:

ChatGPT, English language learning, attitudes, habits, 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.

Author Biography

  • Ho Pham Xuan Phuong, University of Foreign Language Studies – the University of Da Nang, Vietnam

    Ms. Ho Pham Xuan Phuong is an English lecturer at the Department of English for Specific Purposes (ESPD), University of Foreign Language Studies – the University of Da Nang, Vietnam. With years of experiences working with EFL students, her special interest lies in teaching English for Specific Purposes and fostering learning motivation and development for her students.

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Published

10-02-2024

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Research Article

How to Cite

Ho, P. X. P. (2024). Using ChatGPT in English Language Learning: A Study on I.T. Students’ Attitudes, Habits, and Perceptions. International Journal of TESOL & Education, 4(1), 55-68. https://doi.org/10.54855/ijte.24414

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