Abstract
As technology becomes increasingly embedded in English as a foreign language (EFL) education, understanding the pedagogical potential of tools like ChatGPT is essential. This phenomenological study investigates how ChatGPT facilitates L2 development from the perspectives of senior EFL students. A purposive sample of 21 students (9 males, 12 females) engaged with ChatGPT over a 12-month period. Data were gathered through participant diaries and semi-structured interviews, analyzed via phenomenological methods to capture the essence of their experiences. The analysis uncovered four key categories: (e.g., expanded vocabulary, promoted grammar accuracy, and improved pronunciation), interactive language practice (e.g., real-time conversations and instant feedback), personalized learning experience (e.g., adaptive learning path, targeted skill improvement, and self-paced learning), and enriched learning environments (e.g., conversational AI companionship, gamification element, and continuous learning support). These findings evidence that ChatGPT can be considered as a valuable resource in EFL instruction because its personalized, interactive features can significantly support language acquisition and learner engagement.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
