Chatgpt for english language learning in islamic studies
The results suggest factors such as performance expectancy, effort expectancy, and social influence; this study investigates the acceptance factors of ChatGPT for language learning among students in an Islamic higher education institution, utilising the Unified Theory of Acceptance and Use of Techno...
| Main Authors: | , |
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| Format: | Book Chapter |
| Language: | English English |
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Penerbit UMP
2024
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| Subjects: | |
| Online Access: | http://umpir.ump.edu.my/id/eprint/43535/1/CHATGPT%20FOR%20ENGLISH%20LANGUAGE%20LEARNING%20IN%20ISLAMIC%20STUDIES.pdf http://umpir.ump.edu.my/id/eprint/43535/2/INTRO_TECHNOLOGY-INTEGRATION%20IN%20LANGUAGE%20STUDIES.pdf |
| Summary: | The results suggest factors such as performance expectancy, effort expectancy, and social influence; this study investigates the acceptance factors of ChatGPT for language learning among students in an Islamic higher education institution, utilising the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The study employed a quantitative, correlational research approach, where data was gathered using structured questionnaires delivered to 104 students currently enrolled in language courses. The results suggest that factors such as performance expectancy, effort expectancy, social influence, and conducive environments substantially impact students’ intentions to utilise and actual usage of ChatGPT. Students commonly view ChatGPT as a proficient and user-friendly technology that improves language acquisition by providing highly interactive and profoundly personalised learning experiences. This study offers valuable insights into integrating advanced AI technology into educational practices, specifically in the context of Islamic higher education. It emphasises the possibility of enhanced language learning outcomes. The study’s findings have broad significance for educators, institutions, and policymakers. They highlight the crucial role of a favourable environment and good social factors in effectively implementing educational technologies. Future research should consider broadening the scope to include more institutions, investigating the moderating impacts of demographic factors, and integrating qualitative methodologies to obtain a more comprehensive understanding of the factors impacting technology acceptability in various academic environments. |
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