The Use of ChatGPT in ELT Practices for University Students
DOI:
https://doi.org/10.24090/2t5nr802Keywords:
ChatGPT, Artificial Intelligence, ELT Practices, English Language Learning, Higher EducationAbstract
The integration of artificial intelligence (AI) into education has created new opportunities for English language learning, particularly through the use of ChatGPT. This study investigated the use of ChatGPT in English Language Teaching (ELT) practices among fourth-semester students of the English Education Study Program at Universitas Islam Ahmad Dahlan Sinjai. Employing a quantitative descriptive approach, the study collected data from 20 students through a questionnaire and analyzed them using descriptive statistics. The findings showed that all measured aspects, namely Frequency and Purpose of Use, Perceived Benefits, Motivation and Engagement, and Challenges and Limitations, achieved high mean scores. The results indicate that students use ChatGPT regularly to support their English learning activities and perceive it as a useful tool for improving language skills, accessing information, and promoting independent learning. The study also found that students recognize the limitations of ChatGPT, including concerns related to information accuracy, dependency on AI, and academic integrity. Overall, the findings suggest that ChatGPT can serve as an effective supplementary tool in ELT practices when integrated responsibly and critically. The study highlights the importance of balancing the educational benefits of AI with the development of students’ critical thinking and digital literacy skills.
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