Students’ Perceptions of ChatGPT as an AI Based Learning Tool in EFL
DOI:
https://doi.org/10.24256/ideas.v14i2.10895Keywords:
ChatGPT, EFL learning, artificial intelligence, students’ perceptions, language learningAbstract
This study investigates senior high school students’ perceptions of using ChatGPT as an AI-based learning tool in English as a Foreign Language (EFL) learning. The study focuses on four dimensions: frequency of use, perceived usefulness, ease of use, and comparison between ChatGPT and English teachers. A quantitative descriptive research design was employed with 68 students from Grades X to XII at SMA Negeri 3 Medan. Data were collected through a close-ended questionnaire consisting of 15 statements measured using a five-point Likert scale and analyzed using descriptive statistics, including frequencies, percentages, mean scores, and standard deviations. The findings indicate that all four dimensions fall within the Neutral category. Ease of use obtained the highest composite mean (M = 3.26, SD = 0.77), followed by frequency of use (M = 3.16, SD = 0.80) and perceived usefulness (M = 3.16, SD = 0.88), while comparison with teachers obtained the lowest composite mean (M = 2.97, SD = 0.80). These findings suggest that students recognize some practical value in ChatGPT but do not express strongly positive perceptions of its use for English learning. Students also appear to position ChatGPT more as a supplementary resource than as a replacement for English teachers. The findings should be interpreted as evidence of students’ reported use and perceptions rather than as evidence of ChatGPT’s demonstrated effectiveness in improving English proficiency. The study highlights the importance of teacher guidance, critical evaluation, verification of AI-generated information, and responsible use when integrating ChatGPT into EFL learning.
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