Are They Literate on ChatGPT? University Language Students’ Perceptions, Benefits and Challenges in Higher Education Learning

Abstract

Despite the promising potential of artificial intelligence (AI) tools like ChatGPT for enhancing the learning experience, its integration as an educational tool in higher education poses disruptions that could affect students. This study explored university language students’ usage, awareness, readiness, concerns, and perceived benefits and challenges of using ChatGPT in higher education learning. The study used an explanatory sequential mixed- method design, combining online surveys and semi-structured interviews. A total of 355 language students from five private higher education institutions in Indonesia were recruited using purposive sampling. These participants were asked to complete the closed-ended questionnaire, and nine participants were selected for interview sessions. The data was analyzed using descriptive analysis and thematic analysis. The findings reveal that a majority of students had been using ChatGPT for their learning purposes, especially for writing assignments. The findings also highlight that university language students had a high awareness, readiness, and concerns about using ChatGPT for their academic activities. Additionally, university language students acknowledged the potential benefits of ChatGPT in terms of writing support, personalized learning, increased productivity, brainstorming for generating ideas, and additional resources. However, they also identified the challenges of using ChatGPT, including inaccuracy, lack of critical thinking, plagiarism and AI detection, and technical problems. These findings provide a nuanced understanding of how university language students use and perceive ChatGPT for learning purposes, highlighting the need for support and guidance from higher education providers in the responsible use of AI in academic settings.