Unlocking EFL learners’ insights into ChatGPT use for L2 writing: The impacts of usage frequency and gender variations

Abstract

Abstract The emergence of ChatGPT as a powerful chatbot has revolutionized global education in general and language learning in particular since it can offer opportunities for students and teachers. Against this backdrop, this study aimed to explore whether gender and usage frequency affect English learners’ perceptions of ChatGPT use in second language (L2) writing beyond the classroom. In accordance with the Technology Acceptance Model (Davis, 1989), this research was conducted at English major departments at a state university in Türkiye. Employing a fully integrated mixed methods approach and adopting a sequential explanatory design , the present study recruited 874 Turkish undergraduate students. Quantitative data were collected through the Demographic Information Form and the ChatGPT Perception Scale, whereas qualitative data were gathered through semi-structured interviews. Exploratory and confirmatory factor analyses were performed to assess the reliability and validity of the scale. Descriptive and inferential statistics were run for the quantitative data analysis, while qualitative data were analyzed using thematic analysis. The results revealed that many participants used ChatGPT in second language writing, though rarely, and held positive perceptions of the tool. Gender-based variations were detected in terms of usage frequency but not overall perceptions; furthermore, there was a significant positive correlation between usage frequency and perceptions. Based on the integration of both data sources, contradictory, expanded, and confirmed outcomes emerged, and explicit implications were suggested regarding the use of ChatGPT for L2 writing outside the classroom.

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