ChatGPT as a tool for self-directed foreign language learning

Abstract

ABSTRACT Purpose This study explores the use of ChatGPT for self-directed foreign language (FL) learning in out-of-class settings. It examines how learners use the artificial intelligence (AI) chatbot for self-directed FL learning and analyzes language learners' perceptions of its use. The study also investigates if the participants' views of ChatGPT differed depending on the age group and languages studied. Methodology The study adopted a mixed methods approach. Survey data were collected from online communities on social media. In total, 101 adult participants fully completed the survey. The quantitative data were analyzed using descriptive and inferential statistics while the qualitative data were analyzed using content analysis. Findings The FL learners reported using the AI chatbot in various ways, including for conversation practice and vocabulary learning. Although the participants had positive attitudes toward ChatGPT's ease of use and accessibility, they were skeptical of the AI chatbot's reliability as a language-learning resource. According to inferential statistics, the respondents' views of ChatGPT differed significantly depending on the age group and languages studied. Originality/value This study offers valuable insight into the ways the AI chatbot could be used for FL learning and how the variables of age and languages studied may affect learners' experiences.