The Impact of ChatGPT on Autonomous Learning Behaviours of EFL Students in Bangladeshi Universities

Abdullah Jobayer

Abstract


Emphasizing on the psychological aspects of autonomy, proficiency and relatedness, this study investigates the effect of ChatGPT on the autonomous learning behaviours of undergraduate EFL students in Bangladeshi universities. Including sixty-four students from two private universities, a qualitative phenomenological approach was applied. With sixteen participants, data were collected through semi-structured interviews and with the rest forty-eight participants, through eight focus group discussions. ChatGPT increases students’ confidence and capability since it enables self-directed learning by delivering instant clarification, versatile practice opportunity and individualized feedback, which is revealed by reflexive thematic analysis. It is a fact that ChatGPT cannot fully reproduce human emotions and sense of connections, despite participants stating that while interacting with ChatGPT, they got mental support as well. Some setbacks involving excessive dependence and erratic mistakes are also noted. Besides teacher supervision, ChatGPT provides an effective instrument to facilitate autonomous learning if it can be incorporated mindfully.


Keywords


ChatGPT, autonomous learning, EFL students, AI-assisted language learning, learner autonomy

Full Text:

PDF

References


Almusharraf, N., & Khahro, S. H. (2023). ChatGPT in higher education: Opportunities and challenges for language learning. Computers & Education: Artificial Intelligence, 4, 100184. https://doi.org/10.1016/j.caeai.2023.100184

American Educational Research Association. (2011). Code of ethics. https://www.aera.net/About-AERA/AERA-Rules-Policies/Code-of-Ethics

Benson, P. (2011). Autonomy in language learning, learning and life. Synergies France, 9, 29–39.

Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Routledge.

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.

Braun, V., & Clarke, V. (2023). Thematic analysis: A practical guide (2nd ed.). SAGE Publications.

British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018

Chen, C. H., & Jang, S. J. (2023). Supporting learner autonomy in technology-enhanced education: A Self-Determination Theory perspective. Computers & Education, 199, 104714. https://doi.org/10.1016/j.compedu.2023.104714

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903

Han, J., Yoo, H., Kim, Y., Myung, J., Kim, M., Lim, H., … Oh, A. (2023). RECIPE: How to integrate ChatGPT into EFL writing education. arXiv. https://doi.org/10.48550/arXiv.2305.11583

Kasneci, E., Khosla, R., B., T., & et al. (2023). ChatGPT for education: Opportunities, challenges, and ethical considerations. Nature Machine Intelligence, 5(1), 10–17. https://doi.org/10.1038/s42256-023-00607-2

Karataş, F., Abedi, F. Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29(15), 19343–19366. https://doi.org/10.1007/s10639-024-12574-6

Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15, 1269319. https://doi.org/10.3389/fpsyg.2024.1269319

Lai, C., & Gu, M. M. (2011). Self regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335. https://doi.org/10.1080/09588221.2010.538372

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 5–14).

Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. In Exploring learner autonomy: 25 years of theory, practice and research (pp. 5–19). CILT.

Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Reinders, H., & White, C. (2011). The theory and practice of autonomy in language learning with technology. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 312–332). IGI Global.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Sue, H., & Colleagues. (2024). Exploring Chinese EFL learners’ engagement with large language models: A Self-Determination Theory perspective. Learning and Motivation, 87, 102014. https://doi.org/10.1016/j.lmot.2024.102014

UK Data Service. (2019). Managing and sharing data: Best practice guidance for social science researchers. https://www.ukdataservice.ac.uk/manage-data

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education — where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

Zou, D., Xie, H., & Hwang, G. J. (2023). Using AI chatbots for self-directed language learning: A review and future directions. Computers & Education, 204, 104844. https://doi.org/10.1016/j.compedu.2023.104844




DOI: https://doi.org/10.17509/bs_jpbsp.v25i2.93218

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Jurnal Pendidikan Bahasa dan Sastra



    p-ISSN 1412-0712  |  e-ISSN 2527-8312

Lisensi Creative Commons

JPBS is published by:

Fakultas Pendidikan Bahasa dan Sastra (Faculty of Language and Literature Education), Universitas Pendidikan Indonesia,

in cooperation with

TEFLIN, and APPBIPA

View My Stats