Exploring the Design and Students’ Perceptions of ChatGPT-Assisted English Learning: A Qualitative Study

Sitti Maryam Hamid; Zizie Syahira; Ardila Putri

doi:10.33365/jeltl.v7i1.2091

Sitti Maryam Hamid Universitas Muhammadiyah Makassar
Zizie Syahira Universitas Muhammadiyah Makassar
Ardila Putri Universitas Muhammadiyah Makassar

DOI: https://doi.org/10.33365/jeltl.v7i1.2091

Keywords: AI-assisted learning, ChatGPT, English language learning, instructional design, qualitative study, student perception

Abstract

This qualitative study explores how ChatGPT can be incorporated into a structured AI-assisted English learning design and how undergraduate EFL students perceive its pedagogical value and limitations. The study involved five students at Universitas Muhammadiyah Makassar who had experience using ChatGPT to support English learning activities. Data were collected through classroom observation, semi-structured interviews, and document analysis of students’ learning artifacts. The instructional design consisted of five stages: orientation to responsible AI use, prompt modelling, guided language practice, independent task completion, and reflective evaluation. Thematic analysis showed that students perceived ChatGPT as useful for grammar explanation, vocabulary exploration, writing revision, conversation simulation, and self-paced learning. Students also reported that ChatGPT offered a lower-pressure space for repeated practice, which helped them experiment with English more confidently. However, the findings should be interpreted as evidence of perceived learning support rather than measurable improvement in English proficiency because the study did not use pre-test, post-test, proficiency scores, or systematic skill assessment. The participants also identified risks related to overdependence, uncritical use of AI-generated responses, and possible inaccuracies. The study suggests that ChatGPT can support student-centered English learning when it is integrated through teacher-guided, reflective, and ethically responsible activities.

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