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All Journal Wiralodra English Journal (WEJ) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE
Taufik Akbar Azwar
Universitas Bengkulu
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EXAMINING INDONESIAN EFL STUDENTS’ ACCEPTANCE OF CHATGPT AS A SUPPLEMENTARY ENGLISH GRAMMAR LEARNING RESOURCE Taufik Akbar Azwar; Fernandita Gusweni Jayanti
Wiralodra English Journal Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.402

Abstract

As Artificial Intelligence (AI) becomes increasingly prominent in multiple domains, including education, the scrutiny of the acceptance of this technology is critical for future educational agendas. ChatGPT is an example of AI that garners attention in the English Language Teaching (ELT) domain. This present study sought to evaluate English as a Foreign Language (EFL) students’ acceptance of the pedagogical implementation of ChatGPT as an English grammar learning resource in classrooms. To this end, a descriptive quantitative design was employed. A questionnaire rooted in the Technology Acceptance Model (TAM) was adapted to investigate 98 middle school students’ technological acceptance of ChatGPT upon completing a 6-week language teaching. Several items under the concern construct were added to the questionnaire to explore students’ concerns about using ChatGPT. The results suggest that the students generally had a constructive view of the usefulness, ease of use, attitude, and continuance intention to leverage ChatGPT to learn English grammar. However, some students raised concerns, such as becoming excessively reliant on ChatGPT, receiving inaccurate responses, deteriorating advanced cognitive skills, and possible academic misconduct. For pedagogical implications, this study underscores the significance of systematic instructional preparation, curricular alignment, and guidelines from educational institutions to incorporate ChatGPT into ELT classrooms
The effect of generative artificial intelligence on students’ English learning outcomes: A meta-analysis Taufik Akbar Azwar; Wisma Yunita
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.45873

Abstract

This meta-analysis aimed to assess the overall effectiveness of Gen-AI-based interventions on learners’ English outcomes and to explore potential variations across educational contexts, broad language domains, and specific language domains. A total of 34 independent studies involving 2,579 participants were collected from three academic databases. The pooled estimate analysis revealed a statistically significant effect of Gen-AI on English learning outcomes. However, considerable variations were found across the included studies. This suggested that the effect varied depending on contextual and instructional variables. Further moderator analyses showed that Gen-AI was more consistently effective at the tertiary level and for productive skills, specifically writing skills. In contrast, evidence for other language learning domains and educational contexts remained inconclusive due to the limited number of available studies. Thus, future experimental studies are still needed, particularly to examine Gen-AI’s effects in underexplored areas. Finally, the findings suggest that ELT practitioners can use Gen-AI to support English teaching and augment learners’ outcomes. This meta-analysis offers evidence-based insights for policymakers to produce proper guidelines on Gen-AI use in ELT contexts.
Co-Authors Fernandita Gusweni Jayanti Wisma Yunita