Abstract :

ChatGPT has attracted considerable interest from educators and researchers in teaching English as a foreign language; however, there is not much empirical evidence about the effects of ChatGPT on EFL learners’ self-directed learning. The current study explores the impact of ChatGPT on self-directed learning among EFL learners in a Vietnamese public college. A mixed-methods research design was used. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews through the participation of 144 non-English majors. Data were analyzed quantitatively through descriptive statistics and qualitatively through thematic analysis. Findings revealed that non-English majors mostly used ChatGPT for self-study, language practice, and answer verification. Furthermore, ChatGPT had a moderate positive effect on self-directed learning among participants, especially in terms of personal responsibility and self-regulation. However, ChatGPT’s role in promoting learner autonomy was rather insignificant. The findings imply that ChatGPT may be efficiently integrated into English learning, provided it is done alongside pedagogical guidance and critical assessment of ChatGPT responses by learners.

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Keywords :

ChatGPT, English language learning, non-English majors, Self-Directed Learning, Vietnamese context

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