University Students’ Perceptions on ChatGPT Usage in English Learning

Abstract

This study explores undergraduate university students’ perceptions of generative technologies, such as ChatGPT, in higher education, focusing on their familiarity, willingness to engage, potential benefits and challenges, and effective integration. A survey of 107 undergraduate students from various courses examined their attitudes toward using ChatGPT to learn English. The study focuses on accuracy, privacy, ethical issues, and the impact on personal development. The online questionnaire data were analysed using descriptive statistics in SPSS, reliability testing, mean score analysis, and one-sample t-tests. The results revealed that students generally hold positive perceptions of ChatGPT, acknowledging its effectiveness in improving writing skills, grammar understanding, and vocabulary acquisition. Students viewed ChatGPT as a motivating confidence building tool that complements, rather than replaces, traditional English learning methods. Attitudinal findings showed that students perceive ChatGPT as reliable and useful for academic tasks while maintaining awareness of academic integrity and ethical considerations. They rejected the idea that AI-generated work would pass undetected by lecturers and acknowledged that using ChatGPT for submitted coursework amounts to academic malpractice. Overall, the study concludes that students are optimistic about the future integration of ChatGPT in education, provided it is used responsibly and ethically