“Do EFL Learners Need AI?”: Exploring Learners’ Perspectives on the Use of ChatGPT for Morphology and Syntax Learning Tasks

Abstract

This study investigates English as a Foreign Language (EFL) learners’ perspectives on using ChatGPT for English morphology and syntax learning tasks. Data were collected from 24 EFL learners enrolled in an English Morphology and Syntax course at a university in Jakarta, Indonesia, through weekly progress reports and a focus group discussion. The findings reveal that learners utilize ChatGPT for various purposes, including simplifying, confirming, elaborating, previewing, and supplementing course materials. While learners generally hold positive perceptions of ChatGPT, concerns regarding its accuracy and its limitations in morphological and morphemic analysis were noted. The study indicates that while ChatGPT can assist with basic explanations and concepts, it struggles with complex linguistic analysis, making it a supplementary tool rather than a substitute for textbooks or instructors. Learners expressed the need for improved citation references and multimodal support in ChatGPT, as well as more reliable information. These findings provide empirical evidence of ChatGPT’s role in EFL linguistic learning, showing its potential to enhance learning experiences while emphasizing its limitations. The study suggests that ChatGPT, when used appropriately, can support EFL learners in understanding linguistic concepts but cannot replace the traditional classroom learning environment. The study also offers insights for future pedagogical strategies to effectively integrate Artificial Intelligence (AI) tools into linguistics education.

Ähnliche Arbeiten