Undergraduate Students’ Perceptions on the Use of ChatGPT for English Learning at a Korean University
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Abstract
ChatGPT continues to grow in popularity, and English education is not an exemption to the potential of this generative AI. This study examines how undergraduate Korean and international students at a private university in South Korea perceive the effectiveness and utility of ChatGPT in improving English language learning. Utilizing a mixed-methods approach, demographic profiles and 5-point Likert scale responses provide insights into students’ perspectives. Statistical analyses revealed gender differences. Female participants showed more positive attitudes toward ChatGPT’s usefulness for learning grammar and improving listening skills. They also found ChatGPT more engaging, trustworthy, and recommendable for English language learning. In addition, statistically significant findings suggest that Korean students are more likely than foreign students to perceive the potential of ChatGPT in improving English listening skills. Qualitative analysis further highlights ChatGPT’s benefits in vocabulary acquisition, error correction, and reading or writing improvements but uncovers concerns about accuracy inconsistencies and limitations in comprehensive language learning. Therefore, this study emphasizes that generative AI, such as ChatGPT, can enhance language learning. However, this study also recognizes the needs for future developments to create a more balanced approach to language learning in the age of AI.
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