Student-directed language learning with ChatGPT: Preferences from within Japanese university classrooms

Abstract

Little is still known about student preferences towards using ChatGPT in their learning journey. A classroom-based study was undertaken within a Japanese university to address this. Students worked in groups to create and teach short classes about using ChatGPT to learn English. After all the classes were finished, a survey about student opinions was administered. A thematic analysis of the responses highlighted ChatGPT’s usefulness for planning language learning strategies, scheduling, and practicing conversation, while drawbacks included problems with understanding and trusting the feedback provided by the technology.