AI in Special Language Education: A Case Study of ChatGPT Utilization among Jordanian Students with ADHD

Abstract

This study carried out a quantitative analysis to investigate the use of ChatGPT in teaching English vocabulary to students with ADHD in Jordan. The sample consisted of 100 students with ADHD from 40 schools. The data were collected using three instruments. A pre-test and post-test assessed students’ vocabulary proficiency level over six months to evaluate students’ vocabulary development. A questionnaire was constructed to evaluate students’ attitudes toward using ChatGPT, while another questionnaire was administered to 20 English teachers from participating schools to measure the impact of ChatGPT and the challenges of integrating it into the educational environment. The assessment tests revealed an improvement in students’ vocabulary performance. The students’ questionnaire indicated that students with ADHD perceived ChatGPT as an effective tool for learning vocabulary, particularly due to the immediate feedback. The teachers’ questionnaire revealed that teachers considered ChatGPT as a valuable instructional tool. Teachers highlighted the main barriers to its effective implementation, such as limited resources and insufficient teacher training. The study concluded that ChatGPT has substantial potential to enhance English vocabulary learning among students with ADHD, but adequate educational support and teacher training are required.