Iraqi EFL Students' Perceptions on the Use of GPT
Main Article Content
Abstract
This paper examines the perceptions of Iraqi EFL students towards the application of GPT tools, including ChatGPT, when learning English at a local language learning institute. With a convergent parallel mixed-methods design, the research surveyed 100 intermediate and advanced students and interviewed 16 participants. Findings reported a significant increase in perceived usefulness, ease of use, and skills improvement at the end of a three-month intervention. Gender was important in the perception of usefulness, as female students rated GPT higher, whereas advanced learners were more likely to give a high rating on ease of use . Participants reported improved writing, vocabulary, and speaking abilities, yet pointed out the continued challenges , such as limited internet access and cultural opposition. Qualitative findings underpinned quantitative findings and concerns regarding over-reliance and academic integrity were revealed . The findings underscore the potential of GPT as a useful instrument of EFL education in Iraq, with the condition of improvements in digital infrastructure and culturally responsive implementation strategies. The study contributes a Middle Eastern perspective to AI-assisted language education, emphasizing the necessity of addressing local challenges to maximize technology integration and support student autonomy and engagement.
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
1. Ahmed, S. K., & Osam, N. (2022). Students’ and Instructors’ Attitudes and Perceptions towards Native and Non-native EFL Teachers in the Kurdistan Region of Iraq. Arab World English Journal, 13(4), 115–139. https://doi.org/10.24093/awej/vol13no4.9
2. Alharbi, W. (2023). AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools. Education Research International, 2023, 1–15. https://doi.org/10.1155/2023/4253331
3. Ali, S. S., & Mohammadzadeh, B. (2022). Iraqi Kurdish EFL teachers’ beliefs about technological pedagogical and content knowledge: The role of teacher experience and education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.969195
4. Al-Ibadi, Q. H. (2022). Investigating Iraqi EFL College Students’ Attitudes towards E-Learning and the Challenges Faced by Them. Journal of Education College Wasit University, 48(3), 497–512. https://doi.org/10.31185/eduj.vol48.iss3.2991
5. Alsalem, M. S. (2024). EFL Students’ Perception and Attitude towards the Use of ChatGPT to Promote English Speaking Skills in the Saudi Context. Arab World English Journal, 15(4), 73–84. https://doi.org/10.24093/awej/vol15no4.5
6. Alzeebaree, Y., & Yavuz, M. (2016). Learner Autonomy: Iraqi EFL Teachers’ Beliefs. European Scientific Journal ESJ, 12(31), 59. https://doi.org/10.19044/esj.2016.v12n31p59
7. Baskara, F. R. (2023). Integrating ChatGPT into EFL writing instruction: Benefits and challenges. International Journal of Education and Learning, 5(1), 44–55. https://doi.org/10.31763/ijele.v5i1.858
8. Bostrom, R. P., Gupta, S., & Thomas, D. (2009). A Meta-Theory for Understanding Information Systems within Sociotechnical Systems. Journal of Management Information Systems, 26(1), 17–48. https://doi.org/10.2753/mis0742-1222260102
9. Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.
10. Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. In Routledge eBooks. https://doi.org/10.4324/9781315456539
11. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Incorporated.
12. Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems : theory and results. http://ci.nii.ac.jp/naid/20001062454
13. Field, A. (2022). Discovering statistics using IBM SPSS statistics (6th ed.). Sage.
14. Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069
15. Frankland, J., Mulrooney, W., Crosland, C., & Macmillan, J. (2023). The age of artificial intelligence. Journal of Paramedic Practice, 15(5), 214–217. https://doi.org/10.12968/jpar.2023.15.5.214
16. Galali, A., & Cinkara, E. (2017). The Use of L1 in English as a Foreign Language Classes: Insights from Iraqi Tertiary Level Students. Advances in Language and Literary Studies, 8(5), 54. https://doi.org/10.7575/aiac.alls.v.8n.5p.54
17. Garrison, D. R., & Arbaugh, J. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
18. Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
19. Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. https://doi.org/10.1007/s10639-023-12146-0
20. Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4), 542–570. https://doi.org/10.1111/ejed.12533
21. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods research: a research paradigm whose time has come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189x033007014
22. Jonassen, D. H., & Land, S. M. (2014). Theoretical foundations of learning environments. In Routledge eBooks. https://doi.org/10.4324/9781410603203
23. Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995). Constructivism and computer‐mediated communication in distance education. American Journal of Distance Education, 9(2), 7–26. https://doi.org/10.1080/08923649509526885
24. Khalaf, A. J., & Mohammed, A. H. (2022). E-learning in Iraqi universities: A comprehensive review of opportunities and challenges. Journal of Physics: Conference Series, 2322(1), 012048. https://doi.org/10.1088/1742-6596/2322/1/012048
25. Liu, G., & Ma, C. (2023). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–138. https://doi.org/10.1080/17501229.2023.2240316
26. McGuire, A., Qureshi, W., & Saad, M. (2024). A constructivist model for leveraging GenAI tools for individualized, peer-simulated feedback on student writing. International Journal of Technology in Education, 7(2), 326–352. https://doi.org/10.46328/ijte.639
27. Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2023). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior Artificial Humans, 2(1), 100027. https://doi.org/10.1016/j.chbah.2023.100027
28. Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). Routledge.
29. Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
30. Popenici, S. a. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1). https://doi.org/10.1186/s41039-017-0062-8
31. Rahim, M. N., & Chandran, S. S. C. (2021). Investigating EFL students’ perceptions on e-learning Paradigm-Shift during COVID-19 Pandemic. ELSYA Journal of English Language Studies, 3(1), 56–66. https://doi.org/10.31849/elsya.v3i1.5949
32. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68
33. Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Publications.
34. Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChaTGPT for formal English language learning. European Journal of Investigation in Health Psychology and Education, 13(9), 1937–1960. https://doi.org/10.3390/ejihpe13090140
35. Shea, P., & Bidjerano, T. (2008). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543–553. https://doi.org/10.1016/j.compedu.2008.10.007
36. Solak, E. (2024). Revolutionizing Language Learning: How ChatGPT and AI are changing the Way We Learn Languages. International Journal of Technology in Education, 7(2), 353–372. https://doi.org/10.46328/ijte.732
37. Tashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. In SAGE Publications, Inc. eBooks. https://doi.org/10.4135/9781506335193
38. Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
39. Venkatesh, V., Thong, J., & Xu, X. (2016). Unified Theory of Acceptance and Use of Technology: a Synthesis and the Road ahead. Journal of the Association for Information Systems, 17(5), 328–376. https://doi.org/10.17705/1jais.00428
40. Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi.org/10.1037/a0036620
41. Vygotsky, L. S. (1980). Mind in society. https://doi.org/10.2307/j.ctvjf9vz4
42. Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChaTGPT for language learning tasks: Experience and Perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
43. 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). https://doi.org/10.1186/s41239-019-0171-0