Exploring university students’ use and perceptions of ChatGPT in English language learning: a tertiary-level case study

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly reshaped educational practices across disciplines, particularly in the domain of English language learning (ELL). Among emerging AI-based tools, ChatGPT has gained considerable attention for its capacity to generate human-like text, provide instant feedback, and support autonomous learning. This study investigates the usage patterns of ChatGPT as a tool for English language learning among Bachelor of Arts (BA – New Education Policy) and Master of Arts (MA) Psychology students at the University of Lucknow. Employing a mixed-methods research design, data were collected from 100 students through structured questionnaires and semi-structured interviews. Quantitative findings reveal extensive use of ChatGPT for academic writing, grammar correction, vocabulary development, summarization, and comprehension support. Qualitative insights further highlight students’ use of ChatGPT as a confidence-building, time-saving, and accessible learning aid. However, concerns regarding accuracy, overdependence, ethical use, and academic integrity were also expressed. Comparative analysis indicates that MA Psychology students demonstrate more frequent and strategic use of ChatGPT for advanced academic purposes, whereas BA (NEP) students primarily use it for foundational language support. The study underscores the pedagogical potential of ChatGPT in higher education while emphasizing the need for structured guidance, AI literacy, and ethical frameworks to ensure its effective integration into English language pedagogy.