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CAW Intro

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16 views3 pages

CAW Intro

Uploaded by

Zakiyah
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Exploring EFL Students' Perspectives on ChatGPT: Benefits and

Challenges in Language Learning

Introduction
In now Era, Nowadays technology has become an important part in language learning,
one of them is English learning. According to (Paul Sweeney (2014), “In today's digital world,
language learning, particularly English, is no longer confined to classrooms. Technology allows
learners to practice in real-life contexts and at their own pace, breaking the boundaries of
traditional education.” One of new innovation is an ChatGPT, a technology that can speak and
answer our question. Certainly, almost everyone uses at least one AI to help them. One of new
AI innovation is an ChatGPT, a technology that can speak and answer our question.

ChatGPT is an AI created by Open Ai Company in 2015, and was published on 30


November 2022 (Castelvecchi, 2022). This is one of technology that can help student for
language learning, in this case about EFL student learning. This technology can easily help us
get answer that we don’t know, and not only used for serious things but also for fun and helps
our daily life. As the name, AI is a artificial intelligence that created from technology
intelligence. AI can help humans do various things, that’s way it is have a nicknamed ‘adopting
human intelligence’(Journal Of English Language Teaching,2023).

However, Daniel Khashabi (2023) mention if ”None of these are robots. None of these are
100% reliable. There are scenarios where we can say that with a high degree of confidence
something has been generated, but for the next few years, as a technologist, I would say, 'Don't
count on that.'”. This technology can also be called a bot or robot that cannot give 100% correct,
because this technology is also made by humans, that meaning the capacity of human knowledge
still more ability of AI.

Based on You tube on Channel IDN TIMES, in the 52 nd minutes,


(https://youtu.be/xi9KBBTYj8k?si=pRT66C5pHdostEmf, Professor Stella Christie, 2024)
offensive about AI which is ChatGPT, in the video she say “if we write use chatGPT that means
we totally rely on ChatGPT, we never have no sense of knowing what is right and what is
wrong”.

ChatGPT offers significant benefits for EFL students, providing a convenient and safe
space for practicing English skills, such as speaking and writing, without fear of judgment.
According to Thorat and Jadhav (2020), chatbots that facilitate natural language interaction are
increasingly important in supporting language learners. ChatGPT allows students to practice
communication at their own pace, which can boost their confidence and make them more
comfortable using English in real life.

However, challenges accompany these benefits, particularly the risk of students


becoming overly reliant on technology. Dr. Endang Fauziati (2000) emphasizes that English is
an essential competency in Indonesian education, yet, as Richards and Rodgers (2001) describe,
EFL presents unique challenges in non-English-speaking countries. For Indonesian learners, the
daily use of Indonesian makes English challenging, and tools such as ChatGPT have become
popular tools. However, over-reliance on AI can limit live communication skills and students'
ability to become involved in everyday conversations.

This article will explore ChatGPT’s impact on EFL students in Indonesia, exploring both
positive aspects, such as improved speaking and writing, and potential downsides, like reliance
on technology for instant answers. Understanding these factors can help educators optimize
ChatGPT and similar tools in supporting language learning, balancing AI’s advantages with the
need for real-world communication skills.

Research Methods

This research used a mix method. Quanti? with a questionnaire via Google Form and
followed by quali interviews with selected participants. The sample was 105 students who in 3 rd
semester from English Education Program who is recommended ChatGPT by their lecturer.
Participants were selected based on the answers from those who are 100% dependent on
ChatGPT, who 50% use ChatGPT, to those who never use ChatGPT. We use google form as a
questionnaire media because our campus, Raden Intan Lampung State Islamic University is one
of the campuses dubbed the green campus, we chose google form because it aims to reduce the
use of paper which will accumulate and become garbage.

After we got the answer based a google form, a collected data through interviews via
Google-meeting, which lasted for 45 minutes from each participant, within one-week was used
as part of this study. The reason we chose online was because most participants were not able to
attend the interview in person, as well as for easier accessibility . We also keep the data
confidential by not mentioning the participant’s real identity.

And the results we got 5 recommended classes and 4 classes that were not recommended,
which covered 60% of students meaning most have a freedom in accessing AI during learning.
As well as the interview focused on the advantages and disadvantages of ChatGPT in learning
English and in their daily life.

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