ChatGPT in Higher Education Grammar Instruction: A Kolb’s Experiential Learning Perspective
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Abstract
The role of technology in classrooms today, especially in English language acquisition, has become fundamental. This research examined students' perceptions of ChatGPT as a grammar pedagogy tool in the context of an English for Academic Purposes (EAP) course. In addition, the research analysed how ChatGPT affected learner independence and motivation, accounting for key issues such as potential dependence on the tool and the reliability of its results. Using a mixed-methods research approach, the authors gathered data through a questionnaire, focus group interviews, students’ learning reflections, and an assessment of user prompt-text interactions. The results of the study suggested that, for the most part, students perceived ChatGPT as an effective resource for grammar learning and as a peer providing conversational-like engagement. However, the study has recognised the issues that still need to be solved in the context of AI-assisted language learning. This study found that AI tools like ChatGPT need to be purposefully designed and harnessed to support and strengthen learner independence and broaden their grasp of grammar.
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