The Study of EFL students’ attitudes and behavior toward using ChatGPT in English Language Learning: A Case Study of Third-Year Educational Technology and Communications Undergraduate Students at Naresuan University

Abstract

This study explored EFL students' attitudes and behavior toward using ChatGPT in English language learning. The sample consisted of 48 third-year undergraduate students from the Educational Technology and Communications program at Naresuan University, selected through purposive sampling. A questionnaire was used as the research instrument to assess students' attitudes and behaviors regarding the use of ChatGPT in their language learning. The questionnaire was divided into three sections: Part 1 collected general information about the students, Part 2 assessed their attitudes toward using ChatGPT for English language learning, and Part 3 examined their behavior in using ChatGPT for English language learning. The results indicated that most EFL students strongly agreed that ChatGPT was easy to use and convenient (𝑥̅ = 4.83). They also believed it should be used as a supplementary tool in English language learning. Regarding the development of the four key language skills, students agreed that ChatGPT helped them improve their writing (𝑥̅ = 4.31), reading (𝑥̅ = 4.13), and listening (𝑥̅ = 4.08) skills, though they were less confident in its impact on speaking skills (𝑥̅ = 3.35). In terms of behavior, students reported using ChatGPT most frequently to enhance their writing skills (𝑥̅ = 4.23), followed by reading (𝑥̅ = 3.94), listening (𝑥̅ = 3.63), and speaking skills (𝑥̅ = 3.04). Additionally, students showed a tendency to invest time and effort into using ChatGPT to improve their English proficiency, and they also used it to boost their interest and motivation in learning English.

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