Exploring the role of chatgpt in language education: students’ perceptions

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Aisyah, Aisyah (2024) Exploring the role of chatgpt in language education: students’ perceptions. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

The emergence of ChatGPT as one of Artificial Intelligence tools has been widely discussed among educators. The tool indeed can be used as an additional resource for learning purposes. This study focused on investigating students’ opinions on the role of ChatGPT as well as the potentials and threats of ChatGPT for providing information. To explore the issue, this study is using a qualitative design, collecting data through interviewing ten students from five different universities in East Java. The findings discovered that ChatGPT was useful to access the information. According to the participants, ChatGPT helped them to summarize texts, to assist writing, to translate languages, and to act as a conversational agent. However, participants also feel several concerns regarding its reliability and accuracy, mainly in the possibility of ChatGPT giving false answers, plagiarized answers, or biased answers. This study highlighted that the use of ChatGPT can be beneficial for learning purposes as mentioned in this study, but learners need to be aware of how to use them wisely as ChatGPT might not present correct information.

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Item Type:	Thesis (Undergraduate)
Creators:	Creators Email NIM Aisyah, Aisyah asyah2731@gmail.com 06020520028
Contributors:	Contribution Name Email NIDN Thesis advisor Fitriah, Fitriah fitriah@uinsa.ac.id 2004107602 Thesis advisor H. Mokhamad, Syaifudin msyaifudin@gmail.com 2013107303
Subjects:	Bahasa Inggris Kecerdasan Pendidikan
Keywords:	Artificial intelligence in education; ChatGPT in ELT; potentials; threats
Divisions:	Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User:	Aisyah Aisyah
Date Deposited:	07 May 2024 08:13
Last Modified:	07 May 2024 08:13
URI:	http://digilib.uinsa.ac.id/id/eprint/69976

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