English-majored students’ perceptions of the use of ChatGPT in English language self-study: A case study at Thanh Do University
DOI:
https://doi.org/10.65310/gqnza267Keywords:
AI-assisted learning; ChatGPT; English-major students; English self-study; learner autonomyAbstract
This study investigated English-major students’ awareness, experiences, and utilization of ChatGPT for English self-study at Thanh Do University, Vietnam. A mixed-methods design was employed, combining questionnaire data from 32 students with semi-structured interviews with 10 students. The quantitative findings showed generally positive responses, with mean scores ranging from 3.44 to 3.84. The qualitative findings showed that students used ChatGPT for writing correction, grammar and vocabulary learning, customized exercises, study planning, speaking practice, and presentation preparation. Students perceived ChatGPT as convenient, accessible, personalized, and capable of providing immediate feedback, while also recognizing limitations such as inaccurate information, unnatural expressions, and potential dependence. The findings indicated that ChatGPT could support English self-study when students critically evaluated its outputs and maintained an active role in learning. The study highlighted the importance of guidance on responsible AI use, information verification, and independent learning.
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