CHATGPT IN LEARNING ENGLISH, IS IT POSSIBLE?
DOI:
https://doi.org/10.36665/elp.v10i1.1010Abstract
The integration of artificial intelligence in education has sparked discussions on its effectiveness, particularly in language learning. This study examines students' perceptions of ChatGPT in English language learning using a quantitative descriptive approach. The research involved 63 students from the English Education Study Program at Mahaputra Muhammad Yamin University, Solok, during the 2023/2024 academic year, selected through a total sampling technique. Data were collected using a structured questionnaire consisting of 20 statements, administered via Google Forms. Students rated their responses on a five-point Likert scale ranging from "strongly disagree" to "strongly agree." The results indicate that 58.6% of students expressed agreement with the use of ChatGPT in English learning, suggesting a generally positive perception. These findings highlight the potential of AI-driven tools in enhancing language learning, emphasizing the need for strategic implementation to maximize their benefits in English education.
References
Alrasheedi, M., & Capretz, L. F. (2015). Determination of critical success factors affecting
mobile learning: A meta-analysis approach. Computers in Human Behavior, 51, 150–161. https://doi.org/10.1016/j.chb.2015.04.048
Beatty, K. (2013). Teaching & researching: Computer-assisted language learning (2nd ed.).
Routledge.
Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., ... & Amodei, D.
(2020). Language models are few-shot learners. Advances in Neural Information Processing Systems (NeurIPS), 33, 1877–1901.
Chapelle, C. A., & Voss, E. (2017). 20 years of CALL research: A critical review of the
language learning & technology journal. Language Learning & Technology, 21(2), 4–20. https://doi.org/10.10125/44647
Creswell, John. W. (2012). Educational Research. Boston: Pearson Education.
Creswell, J. W. (2021). A Concise Introduction To Mixed Methods Research. SAGE Publications.
Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning:
A summary for the education endowment foundation. Education Endowment Foundation.
Kasneci, E., Seßler, K., Kübler, S., Kasneci, G., & Bannert, M. (2023). ChatGPT for good?
On opportunities and challenges of large language models for education. Learning and Instruction, 85, 101732. https://doi.org/10.1016/j.learninstruc.2023.101732
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An
argument for AI in education. Pearson Education.
Malmström, H., Pecorari, D., & Gustafsson, M. (2023). Chatbots in Higher Education:
Student Perceptions and Learning Outcomes. Journal of Educational Technology & Society, 26(2), 45-58.
Riduwan. (2009). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.
Russell, S. J., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.).
Pearson.
Salmi, S., Nurhayati, I., & Pratama, R. (2023). Artificial Intelligence in Education 4.0:
Students’ Perceptions of ChatGPT as a Learning Tool. International Journal of Educational Research, 15(1), 112-130.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury
Publishing.
Setiawan, R., & Luthfiyani, L. (2023). Using ChatGPT for Education in the Era of Education
4.0: Proposed Innovations to Improve Writing Skills. Indonesian Institute of Technology, South Tangerang, Banten.
Sugiyono. (2008). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Sugiyono. (2018). Metode Penelitian Kualitatif, Kuantitatif dan R&D. Bandung: Alfabeta.
