Exploring the Utility of ChatGPT for Self-directed Online Language Learning

Zixi Li; Chaoran Wang; Curtis Bonk

doi:10.24059/olj.v28i3.4497

Authors

Zixi Li Indiana University Bloomington https://orcid.org/0000-0003-1004-8967
Chaoran Wang Colby College
Curtis J. Bonk Indiana University Bloomington

DOI:

https://doi.org/10.24059/olj.v28i3.4497

Abstract

As generative AI tools are increasingly popular in today’s teaching and learning process, challenges and opportunities occur at the same time. Self-directed learning has been regarded as a powerful learning ability that supports learners in informal learning contexts and its importance rises in salience when incorporating AI into learning. This study employed a mixed-method design to understand how people self-direct their online language learning through the utilization of ChatGPT. Analyzing survey data from 276 survey respondents and 11 one-to-one interviews with language learners in the United States, we found that learners are motivated to use generative AI for its high flexibility and personalization which enables learners to access learning materials that align with their knowledge levels, personal interests, and learning goals. We also found self-monitoring skills that are inherent to learners help them to use ChatGPT more efficiently and achieve their learning goals efficiently. This study contributes to the emerging field of AI in education and explores possibilities to use ChatGPT to foster self-directed language learning and provide educators, instructional designers, and researchers with insights to design learning integrated with AI to best fulfill learners’ diverse needs and expand learning opportunities to more people.

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