Jul 2026· GLENS: Global English Insights Journal· 0 citations· 27 references
Abstract
This study aimed to explore students’ perceptions and ethical use of ChatGPT in completing English assignments. The research employed an explanatory sequential mixed-method design that combined quantitative and qualitative approaches. The participants were 68 students from the English Education Study Program at Khairun University, selected through purposive sampling. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed descriptively to enrich the quantitative findings. The results showed that students generally had positive perceptions of ChatGPT, with an overall mean score of 3.66 across seven dimensions: input, process, output, outcome, efficiency, academic ethics, and satisfaction. Students considered ChatGPT a useful learning tool, mainly for searching references and generating ideas. They reported that ChatGPT improved grammar, expanded vocabulary, enhanced assignment quality, and increased motivation and critical thinking. Participants also valued its efficiency in saving time and facilitating task completion. Furthermore, they demonstrated ethical awareness by reviewing, revising, and paraphrasing AI-generated content and recognizing the risk of overreliance. Overall, ChatGPT can serve as an effective learning support tool when used critically, ethically, and responsibly in higher education, particularly for English language learning in Eastern Indonesia.
This study examines students' perceptions and experiences regarding the use of the Memrise application for English vocabulary learning within the English Education Department at the University of Mataram, utilizing the Technology Acceptance Model (TAM) as a theoretical framework. A mixed-methods design was employed, combining a descriptive quantitative approach with qualitative interviews. Questionnaire data were collected from 38 second-year students who had used Memrise for at least three months, while semi-structured interviews were conducted with 10 selected students to gain deeper insight into their experiences. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed using the Miles and Huberman interactive model. The findings indicate that students held positive perceptions regarding Memrise's usefulness (mean scores of 3.58–3.95) and ease of use (mean scores of 3.58–4.05). Key benefits identified included vocabulary retention through repetition, pronunciation practice, and learning flexibility. However, students also encountered challenges, such as internet connectivity issues (mean score of 3.53), limitations regarding premium features, and a scarcity of advanced-level vocabulary materials. The study concludes that Memrise is perceived positively as a supportive and flexible vocabulary learning tool, although improvements in accessibility and content variety are needed. This research contributes to the literature on technology-based vocabulary learning and the application of TAM within the context of Indonesian higher education.
Rosyidah Nur Hairani, B. Melani, Husnul Lail· Journal of Authentic Researc...· 0 citations
This study explored acculturative stressors experienced by HE international students studying in the UK and investigated their views on the potential of chatbots in supporting acculturation. To achieve these objectives, a two-phased mixed methods study design was designed. Firstly, 45 postgraduate international students participated in a longitudinal study across six months completing the Acculturative Stress Scale for International Students, (
Sandhu and Asrabadi, 1994
), the Social Connectedness Scale, (
Lee and Robbins, 1995
), and a demographics questionnaire including a measure of self-perceived English Proficiency. These measures were analysed using frequency data, repeated measures ANOVAs, and Pearson product moment coefficients. Participants were given the choice to opt in for phase two, a semi-structured interview focusing upon the use of chatbots to support acculturation in HE. 19 interviews were undertaken, and transcripts analysed using thematic analysis. Findings indicate that different acculturative stressors and their intensity impact students at different times during the adjustment process. A key assertion of this work is that belongingness and acculturative stress are strongly linked, and that belongingness relates to three levels: social, academic and institutional, all important for acculturation. As a result of these findings, this article presents recommendations on how chatbot technology can be applied as a complementary resource to HEI's current services to assist the facilitation of social connections, academic support and collaborative learning.
S. Studente, F. Garivaldis, Julia Sargent· Frontiers in Education· 0 citations
This study aims to improve grammar learning, particularly addressing students’ low understanding and motivation in mastering the Past Continuous Tense and Simple Past Tense. Considering the importance of grammar skills in supporting students’ overall English proficiency, this research focuses on identifying and solving these problems to enhance students’ competence and interest in learning. The study employed a Classroom Action Research design conducted at MTs Al Irsyad Tengaran 8 Martapura, involving students of class 9A. Data in this research were analyzed qualitatively and quantitatively. Qualitative data were collected through observation, interviews, and documentation. Furthermore, quantitative data were collected from students’ test scores. The instruments used in this research were an observation checklist, interview questions, and tests. The data analysis technique consisted of data collection, data reduction, data display, and conclusion drawing. The results showed a significant improvement after two cycles. The students’ average test score increased from 61.6 in cycle 1 to 86.56 in cycle 2. In addition, an increase in students’ motivation was also evident from the interview results. These findings suggest that the applied method effectively enhanced both the students’ understanding and interest in learning grammar.
Syifa Fadhilah, Sukarno Sukarno· International Journal of Mul...· 0 citations
Investigating learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
Purpose – This study examines library and information science students’ perceptions of the potential role of ChatGPT in academic research libraries, with particular attention to service opportunities, ethical and operational challenges, and implementation requirements. Design/methodology/approach – A quantitative, cross-sectional survey design was used. Data were collected from 300 university-level library science students from Saudi Arabia selected through convenience sampling. A five-point Likert-type questionnaire was administered, and responses were analyzed descriptively using percentages and weighted mean scores. Findings – Respondents generally perceived ChatGPT as useful for digital collection management, information retrieval, accessibility, and personalized research support. They also expressed substantial concern about privacy, response accuracy, bias, and the training required for librarians. The strongest positive response concerned the efficient management and curation of digital collections (M = 4.22), while the lowest level of agreement concerned the possibility that ChatGPT would reduce the need for human librarians (M = 3.55), although this response was still above the scale midpoint. Practical implications – Academic libraries should adopt ChatGPT through controlled pilots, human oversight, privacy safeguards, accuracy verification, and structured AI-literacy training for both librarians and users. Originality/value – The study contributes user-centered evidence on how future information professionals understand the opportunities and risks of generative AI in academic library settings.
Tahira Yasmin, Muhammad Kabir Khan· TAMSAAL· 0 citations
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