Using ChatGPT as an Assistive Tool in English Language Learning: Perceptions of Undergraduate English Language Students at the Faculty of Education, Tripoli

الملخص

This study investigates the perceptions of undergraduate English language students at the Faculty of Education, University of Tripoli, regarding ChatGPT as an assistive tool for learning English. It aims to identify students’ attitudes and usage patterns, examine perceived benefits, and explore the main challenges they encounter. A mixed-methods design was adopted. Quantitative data were collected through a 28-item closed-ended questionnaire administered to 190 students, while qualitative data were obtained through semi-structured interviews with 30 participants. Questionnaire data were analyzed using SPSS version 27 through frequencies, percentages, means, standard deviations, and chi-square tests. Interview responses were thematically analyzed, coded, and quantified to identify recurring patterns. The findings indicate generally positive perceptions of ChatGPT, particularly for vocabulary development, writing improvement, error correction, pronunciation practice, and increased confidence. Daily use was reported by 56.8% of participants, while 67.4% used ChatGPT mainly at home. Students also identified challenges, including difficulty formulating questions, limited human interaction, reduced learning effort, concerns about critical thinking, and uncertainty about the accuracy and contextual appropriateness of some responses. Interview findings showed that rapid feedback, explanations, and examples were among the most valued features, whereas misunderstanding students’ intended meaning was the most frequently reported challenge. The study concludes that ChatGPT can serve as a complementary resource for English language education when integrated through a balanced pedagogical approach that maintains the teacher’s role and promotes ethical, critical, and responsible use of artificial intelligence.