Vol. 13 No. 82 (2024)
Articles

Revolutionizing EFL learning through ChatGPT: A qualitative study

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  • Jawza Alshammari
Jawza Alshammari
University of Hail, Saudi Arabia.
Author Biography

Assistant Professor, English Department, Faculty of Arts, University of Hail, Saudi Arabia.

DOI: https://doi.org/10.34069/AI/2024.82.10.17

Published 2024-10-30

Keywords

  • ChatGPT, Chatbot, Artificial Intelligence (AI), EFL learning, TESOL.

How to Cite

Alshammari, J. (2024). Revolutionizing EFL learning through ChatGPT: A qualitative study. Amazonia Investiga, 13(82), 208–221. https://doi.org/10.34069/AI/2024.82.10.17

Copyright (c) 2024 Jawza Alshammari

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Incorporating artificial intelligence (AI) technologies has a significant role in teaching and learning English as a Foreign Language (EFL). ChatGPT, developed by OpenAI as a conversational generative AI tool, has the potential to enhance the teaching and learning of English effectively. This study aims to explore the role of using ChatGPT in learning English among students at the University of Hail in Saudi Arabia. The results from six individual interviews and four focus group interviews revealed several contributions to students’ learning. Students recognise that ChatGPT has enhanced their English language skills, such as reading, writing, grammar. and spelling, Also, it promoted self-directed learning, and facilitated effective interaction by providing personalised support and occasionally substituting the role of the teacher. Additionally, ChatGPT has improved students' research skills by facilitating brainstorming, feedback, and access to diverse resources. Students noted that ChatGPT has fostered curiosity in learning and seeking knowledge through asking questions and receiving prompt answers. However, despite the benefits, students also revealed challenges, such as over-reliance on technology and occasional inaccuracies in the information provided. These findings are particularly important in the current context of AI integration in education, where educators and students are exploring new ways to enhance learning experiences and outcomes. Also, they call for intensive training on how to effectively utilize ChatGPT in the field of teaching EFL. This study provides valuable information for teachers, administrators, and curriculum developers who aim to use AI to enhance language learning. Future research should explore the long-term effects of AI tools like ChatGPT on language retention, the integration of AI into diverse curricula and ethical implications of its use in EFL education.

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