From Classrooms to Chatbots: Examining Private Secondary School Students' Perceptions of Cognitive, Affective, and Practical Dimensions of ChatGPT-Assisted English Language Learning in Pakistan

Abstract

This study explored how secondary school students learning English perceive the integration of ChatGPT into their language education. Employing a qualitative research approach, the study aimed to fulfill its objectives and address the specified research questions. Data collection involved forty-eight secondary-level English students, equally divided by gender, from six elite private schools, chosen through purposive sampling for focus group discussions. The analysis of the gathered data was conducted using Connectivism Learning Theory and Self-determination Theory. The findings revealed that ChatGPT had a positive impact on enhancing the creativity, problem-solving, and critical thinking abilities of both male and female students, as well as boosting their motivation and engagement in learning English.Nonetheless, issues such as a decline in creativity and critical thinking, excessive dependence, and the adverse impact of ChatGPT on student-teacher interactions in the classroom were also highlighted. In general, this research study adds to the wider discussions about how AI-driven tools affect students' cognitive abilities and emotional aspects in the context of learning the English language.