IJTE - ISSN: 2768-4563 International Journal of TESOL & Education Vol. 4; No.

1; 2024

Using ChatGPT in English Language Learning: A Study on I.T. Students’

Attitudes, Habits, and Perceptions

Ho Pham Xuan Phuong1*

1
University of Foreign Language Studies, the University of Da Nang, Vietnam
*
Corresponding author's email: hpxphuong@ufl.udn.vn
*
https://orcid.org/0000-0001-9843-2204
https://doi.org/10.54855/ijte.24414

®
Copyright (c) 2024 Ho Pham Xuan Phuong

Received: 15/09/2023 Revision: 09/02/2024 Accepted: 09/02/2024 Online: 10/02/2024

ABSTRACT

In the realm of AI-driven education, it is pivotal to evaluate the

viability of ChatGPT as a substitute for human teachers in English
classrooms. This study aims to explore learners' behaviors,
perceptions, and attitudes to ChatGPT usage in English language
learning. Participants were 120 I.T. students in Vietnam – the Korea
University of Information and Communication Technology and the
University of Da Nang- who were learning English as a non-
specialized subject. Data collection was conducted with multiple
choices, a 4-point Likert scale questionnaire, and in-depth
interviews. The findings highlight students' need for teacher's
instruction and physical classroom despite recognizing ChatGPT’s
efficacy for ESP vocabulary acquisition, translation, grammar
checking, and paraphrasing. Students predominantly exploited
ChatGPT to find instant solutions to English learning difficulties.
Keywords: ChatGPT, The research underscores the importance of guiding learners to
English language appropriately utilize ChatGPT, emphasizing the need for further
learning, attitudes, investigation into plagiarism-detecting tools to mitigate potential
habits, perceptions misuse of the technology.

Introduction
ChatGPT, a recent AI technology chatbot, has been developed and applied in different areas of
society, benefiting various aspects, including labor-saving and work productivity. Some areas
that have successfully gained assistance since the introduction of such technology are content
generation, language translation, personalized recommendations, and even medical diagnosis
and treatment (Hariri, 2023). According to Lo (2023), launched in November 2022, ChatGPT
can generate human-like responses in a cohesive and informative way that reduces user working
time and unnecessary effort. Meanwhile, the question is whether the existence of ChatGPT
transforms the way that university students obtain knowledge and language skills and threatens
the role of English language teachers. Therefore, this study is conducted to explore the English
learning setting in Vietnam within tertiary education due to the impact of AI chatbots, as not
only learners but teachers and instructors are potentially affected. In this research, we

CITATION | Ho, P. X. P. (2024). Using ChatGPT in English language learning: A study on I.T. students’
attitudes, habits, and perceptions. International Journal of TESOL & Education, 4(1), 55-68. DOI:
https://doi.org/10.54855/ijte.24414
https://i-jte.org Ho Pham Xuan Phuong Vol. 4; No. 1; 2024

investigated the students from Information Technology (I.T) class who are likely to have
experience with the newly developed AI chatbot, ChatGPT. Based on the observation of
students’ behaviors in some I.T classes that the researcher was in charge of and English is not
a core and compulsory subject, it is likely to catch the sight of learners typing the assignments
from their English teacher, such as email writing or vocabulary translation into the ChatGPT
website seeking for quick solutions to their learning problems instead of brainstorming and
completing the tasks by themselves. As a result, the submitted essays from different students in
such I.T. classes can often bear some resemblance to each other. However, ChatGPT’s responses
are sometimes unreliable, with errors detected as such intelligent answering machines can
produce reasonable results but are incorrect or illogical (Amaro et al., 2023; Fitria, 2023).
Therefore, it is vital to explore whether the students are aware of this AI technology's limitations
and use it with caution. The study, henceforth, aims to deeply delve into the students' behaviors,
perceptions, and attitudes to the use of ChatGPT in English language learning to comprehend
the phenomenon and provide implications for teachers to adopt a suitable pedagogical practice
in similar contexts.

Literature Review
Although ChatGPT - Chat Generative Pre-trained Transformer, a significant language model-
based chatbot developed by OpenAI, was recently launched on November 30, 2022 (Sarrion,
2023), widespread attention and considerable discussions have exponentially emerged
surrounding the integration of this AI technology across various fields, including education and
learning.
Ascribing the efficacy of ChatGPT, Hariri (2023) pointed out its usefulness in facilitating
research endeavors and assisting with writing tasks, which thereby enables users to engage in
self-directed learning activities such as translations and text summarization within seconds.
Simultaneously, this AI technology can serve as a supportive tool within the context of
personalized learning as it bolsters learners’ motivation and reading comprehension skills by
generating authentic language material (Baskara & Mukarto, 2023). In line with this, Hong
(2023) asserted that ChatGPT represents a big step forward in personalized learning as such an
AI chatbot affords students an opportunity to practice and hone language skills, particularly
speaking and writing. Notwithstanding, these earlier investigations predominantly employ
document research methods, encompassing existing literature reviews, while lacking
experimental or qualitative data from the perspectives of teachers and learners.
Regarding a closer look at the benefits of ChatGPT in dealing with writing tasks, there are
several qualitative studies conducted from the perspective of learners. An exploratory
investigation into the impact of ChatGPT’s automatic text generation on learners by Yan (2023)
showed that students regarded it as a “powerful yet obedient servant” to paraphrase and detect
mistakes in their writing, reaching above average or acceptable levels. Analyzing the efficacy
of ChatGPT assistance in English writing, Schmidt-Fajlik (2023) concluded that ChatGPT
provided more detailed and clearer explanations for grammar mistakes found in a Japanese
student’s paper compared to responses from Grammarly and ProWritingAid. In addition, the

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ability to translate explanations of grammar mistakes was notably beneficial for lower-level
Japanese English language learners, which supports the finding by Kohnke et al. (2023). In fact,
over 85% of the first-year students in Schmidt-Fajlik (2023)’s research advocated its ease of
use and usefulness in English writing learning. Congruent with this, Bonsu and Baffour-Koduah
(2023) discovered that students expressed support for the integration of ChatGPT at
universities, accompanied by an effective management system, as students find ChatGPT
valuable to alleviate the stress of generating ideas while doing scientific research. However,
these previous studies have yet to consider students’ attitudes towards English language
learning and teachers’ role when incorporating ChatGPT in instruction and learning. Therefore,
further research is essential to gain a comprehensive insight into the students’ perceptions and
experiences with ChatGPT.
Besides the benefits mentioned above for English learning, ChatGPT offers noteworthy time
efficiency and labor-saving assistance for instructors in terms of scoring tasks and providing
individualized feedback to learners. Accordingly, investigating the feasibility of ChatGPT to
automatically score 12,100 essays contained in TOEFL11 in comparison to benchmark levels,
Mizumoto and Eguchi (2023) advocated that ChatGPT can be a promising writing assessment
tool for teachers to utilize with a certain level of accuracy and reliability. Specifically, ChatGPT
enables teachers to pinpoint areas where students struggle, excel, and need grammatical and
style improvement (Hong, 2023). Consequently, AI technology can alleviate teachers’
burdensome workloads of essay-scoring workloads, thereby enabling them to have more time
for lesson planning and engaging content creation for teaching (Iqbal et al., 2022; Rudolph et
al., 2023; Topsakal & Topsakal, 2022). Investigating the affordances of the generative AI
chatbot ChatGPT for language instruction, Kohnke et al. (2023) showed that ChatGPT, with its
ability to generate follow-up open-ended or multiple-choice questions for reading tasks and
modify their complexity, allows teachers to select suitable materials and assignments for
distinct levels of learners, which possibly enhances the training quality.
Despite the benefits as mentioned above of ChatGPT to teachers, their attitudes towards the
application of ChatGPT remain a subject of debate. Bii et al. (2023) found that teachers who
received training to use ChatGPT in their instruction exhibited a positive attitude toward chatbot
usage and were willing to incorporate this technology into their upcoming pedagogical
practices. However, it is noteworthy that this quasi-experimental case study was limited to only
two selected teachers, which restricts the generalizability of the findings to the wider population
and consequently needs further investigations. Meanwhile, Iqbal et al. (2022) revealed a
pessimistic outlook among teachers regarding the integration of ChatGPT in language teaching.
Concerns were raised regarding the potential risks, such as cheating and plagiarism (Lo, 2023).
In line with this, Yan (2023) found that those who had prior experience with the AI chatbot in
writing class perceived it as a means for lazy students to seek shortcuts instead of developing
their own ideas, which yields unfair academic results (Moqbel & Al-Kadi, 2023). To detect
plagiarism generated by ChatGPT, a recent upgrade of the Turnitin tool, GPT Zero has been
developed to identify AI-generated texts; however, more research should be conducted to
explore its effectiveness (Kohnke et al., 2023). In addition, the study pointed out that errors in
the system or unclear prompts by users could lead to misleading information and confusion.
Accordingly, Hong (2023) emphasized that ChatGPT responses are not based on reasoning or

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emotions but are retrieved from the most frequently occurring and relevant feedback from the
existing data. Particularly, when faced with creative and complex tasks, ChatGPT may fail to
produce satisfactory answers, which requires the provision of clear and precise input prompts
(Hariri, 2023). Thus, to address teachers’ concerns about students using ChatGPT as a means
of cheating, it is necessary to explore students’ usage habits and their nuanced attitudes towards
ChatGPT in the context of English language learning to provide a comprehensive understanding
of this issue and help identify appropriate solutions.
Research Questions
To fulfill the purpose of the study, the survey sought to answer the following research questions:
1. What are the attitudes of students towards utilizing ChatGPT in English learning?
2. How do students make use of ChatGPT in their English language learning routines?
3. What are students’ perceptions of the advantages and drawbacks of ChatGPT in English
language learning?

Methods
Pedagogical Setting & Participants
This research employs a mixed-method technique to gain insights into I.T. students' perceptions
and usage habits regarding ChatGPT. To collect quantitative data, a structured questionnaire
was administered to 120 university students from Vietnam – Korea University of Information
and Technology, the University of Da Nang, Vietnam. These participants were attending an
introductory English course at level A2 CEFR, as instructed by the researcher. Furthermore, the
group interview was conducted with 10 students to obtain in-depth insights complementing the
questionnaire data, thereby enhancing the understanding of students’ perceptions.
Design of the Study
The questionnaire comprises three sections, amongst which Section 1 (I1 to I5) investigates
students’ attitudes toward using ChatGPT in English language learning. It assesses their
agreement levels regarding the reliability of ChatGPT’s translation results, whether it is
beneficial to use ChatGPT in English learning, and their perspectives on its potential to replace
teachers, English face-to-face language classes, and English language study for I.T students.
Similarly, the third section, coded from I17 to I31, also in the form of 4-point Likert scale
questions, investigates students' perceptions of this AI technology's potential benefits and
drawbacks that may influence learning progress. The questions adopt a 4-point Likert scale to
avoid neutral responses with high reliability and coefficients for a measurement scale (Chang,
1994). The reliability was assessed with Cronbach's Alpha (Jain & Angural, 2017) with the
total score of 0.912, which shows a high degree of consistency in responses throughout the list
of 4-point Likert scale items in section 1 and section 3.
Equation: α = (n / (n-1)) *[1- (ΣVi/ Vtest)], in which: n = number of questions, Vi = variance of
scores on each question, Vtest = total variance of overall scores on the entire test.

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Cronbach’s α Internal consistency

0.9 and above Excellent
0.8 – 0.89 Good
0.7 – 0.79 Acceptable
0.6 – 0.69 Questionable
0.5 – 0.59 Poor
Below 0.5 Unacceptable
Meanwhile, the second section, coded from I6 to I16, consists of multiple-choice items, which
aim to collect the exact responses of individuals familiar with the technology and frequency of
using ChatGPT in English language learning. These questions were adapted from a previous
study by Nguyen (2023), which investigated instructors’ usage of ChatGPT in language training
and their attitudes about its use in EFL writing courses by combining both multiple-choice and
4-point Likert items in the questionnaire. In addition, the group interview question was
structured based on the responses from the questionnaire to obtain in-depth insights of students’
perceptions of its benefits and drawbacks regarding the application of ChatGPT in education.
Data collection & analysis
To collect quantitative data, questionnaires were administered to 120 students attending basic
English classes with clear instructions on completing the questionnaire provided, and the data
was collected online with Google form, allowing students 45 minutes to complete. Additionally,
a pilot study was implemented for content modification to avoid vague meanings or
misunderstandings of the questions. Next, the group interview was conducted within 30
minutes, recorded, and transcribed for analysis afterward.
The questionnaire items regarding students’ attitudes towards using ChatGPT in English
language learning and their perceptions of the potential benefits and drawbacks of this AI
technology, coded as I1 – I5 and I17 – I31, respectively, were analyzed by SPSS 27.0,
calculating descriptive statistics: mean (M), and standard deviation (St. D). The Likert scale
data was interpreted based on a mean range: Strongly Disagree (1.00-1.75), Disagree (1.76-
2.50), Agree (2.51-3.25), and Strongly Agree (3.26-4.00) (Bizimana & Orodho, 2014).
Likewise, quantitative data to investigate learners’ habits of ChatGPT use was coded as I6 – I16
and analyzed by percentage and N out of the total. Moreover, qualitative data from the interview
with 10 students underwent content analysis, coded as S1 – S10.

Results/Findings
Students’ overall attitudes towards using ChatGPT in English language learning
The findings of descriptive statistical analysis regarding students’ overall attitudes towards
using ChatGPT in English language learning are presented in Table 1 below. Accordingly, the
retrieved data of item 1 (I1) indicates the consistency of the results as all the surveyed students
agreed that ChatGPT generates reliable and effective translation results, with a mean of 2.9 (in
the range of 2.51-3.25 - Agree) and slight standard deviation of 0.64 (between 0.53-0.74). In
other words, students are willing to use and learn from ChatGPT, and the perceived level of
reliability of using ChatGPT for translation and looking words up for meanings is high. Notably,

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it was reported from the interview that ChatGPT is helpful for their comprehension of learning
materials of other subjects (S5), and they attained a more extensive English vocabulary,
especially technical terminologies related to their major and specialization (S2). Congruent with
this, item 2 (I2) shows that students advocated the general usefulness of ChatGPT in their
English learning progress with a mean of 2.725. However, the data of St. D in I2 proved to be
the highest figure, compared to those of the other items, which indicates varied opinions
amongst the students regarding the benefits of this AI chatbot in distinct aspects of English
learning and whether to use it as a learning assistance tool or an alternative to the role of
teachers.
Table 1
Descriptive Statistics of students’ attitudes towards using ChatGPT in English language learning
Item Statement N M S.D.
I1 Chat GPT provides reliable and accurate translation. 120 2.9000 .64038
I2 Chat GPT is useful for my English language learning. 120 2.7250 .76655
I3 ChatGPT can replace English language teachers. 120 1.5250 .67317
I4 Self-studying with ChatGPT can replace English classes. 120 1.9083 .75588
I5 It is unnecessary to study English because ChatGPT can solve 120 1.6333 .63422
English language problems.
Despite the perceived reliability of ChatGPT’s translation results, students strongly opposed the
replacement of English teachers due to ChatGPT as the mean of item I3 stays remarkably low
at 2.1 and the consistency is high with a minor St. D of 0.67. In addition, students disapproved
of the idea that they could totally empower ChatGPT to self-study and improve their English
without attending English classes (I4). S1 reported that it is the interaction with teachers and
other students that matters. “I can learn English vocabulary with ChatGPT thanks to its accurate
translation, but my motivation is to plunge eventually, especially with the dearth of classroom
communication and socialization. So, I think ChatGPT could never grow to replace our English
teachers in this sense, at least in the instant future,” S2 maintained. Furthermore, item I5 reflects
students’ unwavering beliefs in English learning prospects despite technological advancements.
S4 said, “English learning is still important to me and our generation, even with the existence
of ChatGPT, which can translate everything within a click. We can instantly type the English
words into the Chatbot and receive the translated result. However, this scenario and emotion
are not worthwhile and fulfilling as we have nothing in our brain but heavily rely on technology
instead.” Thus, a thorough and cautious analysis of the benefits and drawbacks of using
ChatGPT in English learning is warranted.
Students’ habits of using ChatGPT in English language learning
Based on Table 2, the highest figure - over a third of the learners majoring in I.T. (35.83%)
extensively used ChatGPT as a learning assistance tool to solve English tasks and assignments,
which indicates a moderate proportion of the learners are ChatGPT users (I6). Conversely, a
mere 2.5% of the students never entered ChatGPT due to its unavailability in Vietnam (I7). In
fact, a low of 14.16% of the respondents purchased accounts from abroad or adopted its
extensional version Poe–ChatGPT, which can be found free of charge in the country (I8).

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Table 2
Students’ familiarity with ChatGPT
Item Statement Total N %
I6 I use it as a regular tool for my English learning. 120 43 35.83
I7 I have never used ChatGPT because it is not available in Vietnam yet. 120 3 2.5
I8 I often use the extensional version, Poe – ChatGPT. 120 17 14.16
I9 I have used it sometimes because of my curiosity. 120 39 32.5
I10 I barely use it because I find it unnecessary for English learning. 120 34 28.33
I11 I use ChatGPT in classrooms. 120 15 12.5
Compared to I6, an equivalent percentage of learners (39 out of 120 students) reported their
limited use of ChatGPT, driven primarily by their curiosity about a newly released AI chatbot
(I9). However, this proportion remains minor, which means the rest of the learners, 67.5%, took
ChatGPT seriously for English learning purposes. Likewise, a minority of students, 28.33%
advocated with the statement in I10, indicating that most participants consider ChatGPT a
necessary tool for their English language learning. However, based on I11, a few students,
12.5% of the participants, admitted to using ChatGPT within the classroom context. Therefore,
it can be speculated that the learners predominantly employed ChatGPT outside the classroom.
To illustrate, as S9 reported, there was more sense of comfort in self-study and interacting with
the AI chatbot at home or outside the classroom, and ChatGPT could exert its effectiveness as
an online dictionary in case of unfamiliar vocabulary and knowledge. In this sense, the result
suggests that ChatGPT serves as a potentially valuable resource for autonomous language
learning and vocabulary acquisition.
In reference to Table 3 discussing the frequency of students’ usage of ChatGPT in their English
language learning, the results indicate that most of the surveyed I.T. students rarely utilize
ChatGPT for this purpose, which aligns with the insights gathered from the interview.
Table 3
Frequency of students’ using ChatGPT in English learning
Item Frequency of using ChatGPT Total N %
I12 I use ChatGPT on a daily basis 120 10 8.33
I13 I use ChatGPT on a weekly basis 120 32 26.67
I14 I use ChatGPT once a month 120 6 5.00
I15 I rarely use ChatGPT 120 53 44.16
I16 I never use ChatGPT 120 19 15.83
One student, S8, expressed that ChatGPT can only assist with vocabulary and grammar, and
there are other aspects of English learning, such as the four skills, which it cannot address. In
another case, some students had long been used to online dictionaries such as Cambridge
Dictionary or Google Translate and found these websites sufficient to obtain satisfactory
translation results (S5, S7). Moreover, as English is not their core subject of I.T. at university,
they tended to prioritize solving their I.T. problems, such as coding, and seeking assistance from
the AI chatbot, rather than using it to improve English knowledge and proficiency. Thus, only
a limited percentage of students (8.33%) used ChatGPT daily for English learning (I12).
Meanwhile, an even smaller percentage (15.83%) never took advantage of this tool for studying
English (I16), along with 5% of the students learning English using ChatGPT on a monthly

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basis (I14). In fact, the students tended to rarely employ ChatGPT in their English improvement,
with slightly over 44% in agreement with I15. Obviously, the second most popular case,
accounting for 26.67% of responses, is turning to ChatGPT for help every week (I13) to address
English-related issues or acquire specific-purpose English vocabulary (S6).
ChatGPT’s perceived usefulness and limitations in English language learning
Although the survey data confirmed certain benefits, the level of positivity regarding students’
attitudes towards the effectiveness of ChatGPT in English language learning was relatively
moderate, with the Mean value of all the figures only ranging between Disagree and Agree.
While the lowest Mean and S.D. in I17 indicate a high consistency in student’s responses that
ChatGPT had little influence on their development of English language skills, particularly in
listening and speaking, the students were in slight agreement with the positive impact of using
ChatGPT on English reading and writing proficiency (M = 2.5333). However, SD in I18
doubles that of I17, which shows a greater variation in learners’ opinions.
Table 4
Perceived usefulness of ChatGPT in English learning
Item Statement Total M S.D.
I17 There was an improvement in my English communication 120 1.9083 .31744
skills.
I18 I improved my reading and writing skills. 120 2.5333 .69733
I19 My interest in English learning increased. 120 2.8000 .86578
I20 ChatGPT should be used in English classrooms. 120 2.6083 .71356
I21 ChatGPT boosted my confidence in doing assignments. 120 3.1833 .57953
I22 I gained more English vocabulary after using ChatGPT. 120 3.2333 .49761
Notably, the results in I22 show that the majority of participants evaluated English vocabulary
gains through the interaction with ChatGPT with the highest Mean value of 3.2333 and the
second lowest S.D in the table. Congruently, some students from the group interview reported
that chatting with ChatGPT provided them with a useful source of vocabulary, especially ESP
unfamiliar words related to their specialization. Moreover, with the aid of human-like responses
from ChatGPT, the students became more confident with their solutions to learning problems
and assignments. Explicably, the second highest Mean (3.1833) and a relatively low S.D.
(0.57953) demonstrate an elevated level of consistency and agreement with I21 as ChatGPT
was considered beneficial in alleviating concerns about misspellings or grammatical mistakes
in dealing with essays, according to S1. Nonetheless, S2 argued that students cannot rely
completely on this AI chatbot for tasks that require creativity or due to the possibility of machine
errors and misleading prompts. On the other hand, it is noteworthy that, in general, learners
considered ChatGPT a source of motivation to practice English (I19) and were in favour of
deploying it as a potential tool in English classrooms alongside teachers (I20). However, the
S.D.s of I19 and I20 rank first and second, which convey a difference in students' opinions
regarding these issues. In other words, the idea of whether ChatGPT boosts learning motivation
and should be applied in English classrooms remains relatively divergent.
The detailed results from Table 5 shed light on various aspects of English learning that benefit
the incorporation of ChatGPT in the learners’ study progress. The results in I23 illustrate that a

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large majority of students highly valued ChatGPT as an excellent tool for the acquisition of
English vocabulary related to their I.T. major, with a far higher level of agreement (M = 3.4750
and S.D. = 0.57923), compared to the figures recorded for general English vocabulary gain as
shown in the item I24. More specifically, S9 explained that with the aid of ChatGPT, it becomes
more straightforward to comprehend specialized reading materials from I.T. subjects and absorb
domain-specific terminology. Likewise, S10 admitted to using ChatGPT frequently to search
for the meanings of specialized English terminologies encountered in reading materials rather
than basic general English.
Table 5
Aspects of English learning benefiting from ChatGPT
Item Statement Total M S.D.
I23 Vocabulary gained of ESP 120 3.4750 .57923
I24 Vocabulary gain of general English 120 2.8250 .87603
I25 Grammatical check and paraphrasing 120 3.2833 .72394
I26 Cultural knowledge 120 2.5833 .57370
I27 English communication 120 2.0167 .44878
Regarding item I25, the grammatical checking and paraphrasing function of ChatGPT ranked
second in usefulness, with a prominent level of agreement (M = 3.2833) that they worked more
efficiently on essay writing as ChatGPT assisted learners with time reduction, checking for
misspellings and incorrect grammar usage, and vague meanings. In line with this, S8 reported
that the AI chatbot could suggest suitable word choices and finetune a written text along with
detailed explanations. In other words, ChatGPT is able to paraphrase drafts of ideas into more
comprehensive and well-written ones, added S7. However, the S.D. of I25 is noticeable,
standing at 0.72394, showing varied opinions amongst respondents. Based on the interview
results, the concerns are about the occasional system errors, which result in imprecise grammar-
checking results and require learners to refix the problems manually. Moreover, in reference to
potential plagiarism, learners who are over-reliant on the AI language learning machine are
highly likely to submit similar essays with their peers without knowledge. Hence, unintentional
plagiarism can occur unless they manage to modify the suggestions provided by ChatGPT and
finalize the essay submission in their own words.
On the contrary, the benefit of acquiring cultural knowledge was considered minor with a Mean
of 2.5833, although learners partly agreed that ChatGPT helped broaden their horizons of
cultural identities and offers explanations of diverse etiquettes (I26). However, few students
regarded ChatGPT as a valuable way to enhance their English language skills, especially
speaking and listening, with the lowest Mean and S.D. Evidently, the only means to connect
with the AI chatbot is via written text instead of oral conversation. Henceforth, there is no input
that requires learners to practice listening for comprehension and produce spoken output. As a
result, according to learner S1, their ability to respond to English orally has yet to improve.

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Table 6
Disadvantages of ChatGPT to English learning
Item Statement Total M S.D.
I28 Heavy reliance on AI technology to solve learning problems 120 3.6417 .61897
I29 Lack of interaction with teachers 120 3.3333 .67778
I30 Distraction from other topics to ask ChatGPT, especially in 120 2.9583 .74918
Vietnamese instead of in English
I31 Misleading and confusing responses from ChatGPT 120 2.3333 .58458
Insights into the downsides of using ChatGPT in English learning, faced by I.T. students, are
demonstrated in Table 6. Overall, students totally expressed concerns regarding the major
problem of heavy reliance on AI technology, with the highest level of agreement (M = 3.6417).
Explicably, students were worried about a growing tendency to rely on ChatGPT for all English
learning problems lazily. This dependence could discourage critical thinking and lead to delays
in generating personal thoughts and own ideas, impeding creativity and language development.
Additionally, S4 argued that there could be a risk of academic misconduct if many students
submit the same essays, plagiarize, and use such AI chatbot for exam cheating.
The lack of face-to-face interaction emerged as the second most problematic issue highlighted
by learners, with a Mean of 3.3333 within a range of Strongly Agreement (I29). In fact, most
students expressed their unwavering need for guidance from teachers who can adapt different
pedagogical methods that suit their levels and needs as well as provide them with proper English
learning strategies and a sense of motivation through real-life communication. As a result, this
can establish a friendly and realistic learning environment, in contrast to simply engaging in
silent conversations with a robot (S6). Moreover, many students admitted to being distracted
by diverse topics irrelevant to the purpose of English language learning while using ChatGPT
(I30). However, the S.D. in I30 is considerably high, which indicates a variation in students’
perception depending on their personal learning discipline and language competence. For
instance, low-level learners may chat with ChatGPT in their native language, Vietnamese,
instead of using English, which yields no significant advancement in language skills (S6).
On the other hand, the students demonstrated particular trust in the AI technology’s capability
to generate correct and reliable responses that fulfill their needs and inquiries. Based on the
results in item I31, the respondents unanimously disagreed that the responses from ChatGPT
were incorrect and confusing (M = 2.3333 and S.D. = 0.58458), which indicates that a sizable
proportion of the participants valued ChatGPT as a promising learning tool for the precision
and reliability of its responses. This finding is congruent with the data shown in item I1, which
demonstrates their perception of its accurate translation capability. In some circumstances, the
students received incorrect answers due to system errors or not yet up-to-date learned data; most
responses to factual questions from ChatGPT were satisfying and human-like. Notwithstanding,
regarding the tasks that required creativity or the unfamiliar questions that lacked previous data,
the same level of performance was not observed, as reported by S1. Ultimately, the ideas created
by ChatGPT can prove helpful for learners during brainstorming sessions, but they may not
result in flawlessly polished final products of creativity, such as project presentations.

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Discussion
In line with previous studies conducted by Hariri (2023), Kohnke et al. (2023), and Schmidt-
Fajlik (2023), the findings highlight the positive attitudes of students towards using ChatGPT,
primarily regarding it as a prompt and dependable translation machine that assists with solving
English learning difficulties. For instance, the AI chatbot attributably enhances ESP reading
comprehension related to their I.T specialization and facilitates the acquisition of specialized
vocabulary rather than general English. Likewise, the students demonstrated their confidence
in ChatGPT’s capability as an automatic grammar checker and paraphrasing tool, particularly
when handling written essays. Notwithstanding, the learners tend to have an impromptu chat
with ChatGPT in need of instant solutions instead of earnestly exploring the website for
autonomous learning. The data reveals that students predominantly interacted with ChatGPT
on a weekly basis to seek assistance or shortcuts to English language problems.
However, a major concern is that learners will excessively rely on AI technology and become
disinclined to generate their own innovative ideas, potentially hindering learners’ creativity and
dynamism, which poses an educational hazard (Bonsu & Baffour-Koduah, 2023; Yan, 2023).
For instance, they are likely to encounter essays automatically generated by the AI chatbot or
identical ideas submitted by different learners. Therefore, it is crucial for teachers to be mindful
of this risk and remain attentive when scoring students’ essays. One approach to tackle this
problem is to compare students’ submissions and ascertain if there are any striking
resemblances between them or to the other authors’ work collected from previous data (Hong,
2023). Additionally, teachers can employ various formative assessment methods to gauge
learners’ English proficiency and progress. These methods encompass face-to-face interaction
through question-and-answer sessions, online quizzes to test vocabulary, and teamwork projects
that require advanced reasoning, complexity, and creativity. In this way, teachers can identify
and prevent learners from committing plagiarism and exam cheating.
Despite learners’ perceived trust in the competence of ChatGPT as an automatic translator,
grammar checker, and paraphraser, it is worth noting that students still recognize its limitations
in developing English listening and speaking skills. Explicably, the technology lacks oral face-
to-face communication, and the role of teachers in the English classroom is irreplaceable for
motivation and interactive guidance, aligning with the other studies (Ausat et al., 2023; Baskara
& Mukarto, 2023). Therefore, instead of fearing the potential educational threats associated
with the presence and popularity of ChatGPT (Iqbal et al., 2022; Yan, 2023), teachers should
take control of the situation by providing prompt guidance and regulations to guarantee the
responsible use of ChatGPT, avoiding plagiarism and the development of laziness. Specifically,
it is imperative for teachers to raise learners’ awareness of its benefits and limitations, educating
them not to go beyond the boundaries and commit plagiarism unknowingly. That is while
encouraging students to utilize ChatGPT for checking unfamiliar ESP terminologies and
acquire vocabulary, mainly from reading assignments in autonomous learning (Baskara &
Mukarto, 2023; Yan, 2023), teachers should guide them to critically evaluate the suggestions
by the AI chatbot, ensuring accuracy and suitability during the initial brainstorm session.
Afterward, students are advised to employ paraphrasing techniques to express ideas using their
own words, reasoning, and critical thinking.

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Conclusion
Given all the considerations, the role of teachers is perceived as irreplaceable despite the
omnipresence of artificial intelligence in almost all aspects of life, including English language
learning, based on I.T. students’ perceptions of its benefits and unavoidable educational threats
posed by excessive reliance and misuse. In this AI world, besides working as an instructor of
language, teachers should be a trustworthy guide for learners to exploit ChatGPT in self-
directed learning for translation, grammar checking, and initial brainstorming, provided that
critical thinking is applied to their own ideas and expressions of words before final submission.
Notwithstanding, since educating learners to use ChatGPT is insufficient to tackle the risks of
cheating in English language learning, the study falls short in investigating a specific tool to
detect plagiarism resulting from the misuse of this AI chatbot. This thereby highlights the need
for further in-depth research to gain insights into this aspect. Another limitation of the research
is that the findings are exclusively based on students' perceptions, attitudes, and usage behaviors
of ChatGPT in language learning. Henceforth, it is urgent for future studies to complementarily
explore the use of this AI technology through the lens of teachers.

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Biodata
Ms. Ho Pham Xuan Phuong is an English lecturer at the Department of English for Specific
Purposes (ESPD), University of Foreign Language Studies – the University of Da Nang,
Vietnam. With years of experiences working with EFL students, her special interest lies in
teaching English for Specific Purposes and fostering learning motivation and development for
her students.

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