Human-robot interaction using ChatGPT for technology driven language learning: contextual insights from the higher education institution of Indonesia

Abstract

Purpose The study explores English as Foreign Language (EFL) learners’ experiences with ChatGPT in classrooms, focusing on its strengths, weaknesses, and impact on foreign language acquisition among postgraduate students. Design/methodology/approach The study used qualitative research methodology, conducting semi-structured interviews with EFL postgraduate students and teachers of Indonesia. Convenience sampling selected participants, and MaxQDA software helped identify recurring patterns and themes. Findings The study reveals ChatGPT’s effectiveness in EFL learning and language assessment, but also its limitations, including a lack of human cognitive abilities and potential risks of over-reliance on AI tools like academic integrity and biased information. Practical implications The study advises EFL teachers to use ChatGPT as a practical learning medium or robot tutor, not a replacement for human instruction. It suggests updating assessment methods and researching AI tools for interactive, multimedia-rich language learning environments, despite potential limitations. Originality/value This study explores the use of AI in EFL language learning, focusing on ChatGPT’s practical application. It highlights the potential and challenges of integrating AI into traditional teaching methods, advocating for a balanced approach that balances AI strengths and limitations.

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