Incorporating ChatGPT in EFL Classrooms: An Examination of the Impact on Learners' Motivation and Engagement

Abstract

The incorporation of artificial intelligence (AI) tools in educational settings, especially in EFL/ESL classrooms, offers new prospects for enhancing students' learning experiences. Using self-determination theory and social constructivist learning frameworks, the study examines the impact of ChatGPT, an artificial intelligence language model, on Saudi EFL learners' motivation and engagement. A quasi-experimental method was employed to collect quantitative and qualitative data from 60 intermediate diploma EFL students enrolled in a language learning program at the Applied College, Prince Sattam bin Abdulaziz University. The experimental group (n = 30), comprising 60 intermediate diploma students, participated in activities utilizing ChatGPT, while the control group (n = 30) employed a conventional method without AI assistance. It was found that the students in the experimental group demonstrated a higher level of motivation and engagement compared to those who relied on conventional methods of instruction. The thematic analysis of the interview responses also corroborated the findings of the quantitative data. The study suggests that ChatGPT could serve as a great resource for EFL instruction when conventional methods don't resonate with tech-savvy modern learners. The findings add to the expanding literature on artificial intelligence (AI) in language classrooms while offering practical guidance to instructors who wish to utilize AI to motivate learners to study language. These findings imply that AI technologies may be beneficial supplements to language training when used in conjunction with specific educational objectives.

Ähnliche Arbeiten