STUDENTS' PERCEPTION OF CHATGPT'S UTILITY IN LEARNING ENGLISH AS A SECOND LANGUAGE: AN EXPLORATORY STUDY

Abstract

The integration of artificial intelligence (AI) in language education has stirred our interest, as teachers, having tools like ChatGPT emerging as potential facilitators in digital cheating in writing their homework, doing projects, solving school students’ deadlines and so one and so forth. This study explores students' perceptions regarding the usefulness of ChatGPT in learning English as a second language (ESL). Through a survey-based approach, data was collected from secondary school students to assess their experiences, perceived benefits, and potential challenges associated with AI-assisted language learning. While some students reported no significant impact or limited usefulness, others acknowledged its role in enhancing grammar comprehension, written expression, and vocabulary expansion. Additionally, a notable proportion of participants either did not utilize ChatGPT for language learning or preferred traditional instructional methods. These findings suggest that while ChatGPT serves as a valuable supplementary tool for some learners, its effectiveness is contingent on individual engagement, usage patterns, and learning preferences.