An-Najah National University 

Faculty of Graduate Studies 
 

 

 

 

 

 

 

EXPLORING EFL STUDENTS’ PERSPECTIVES OF 

THE ROLE OF CHATGPT-AIDED PERSSONALIZED 

LEARNING IN ENHANCING AUTONOMOUS 

LEARNING IN PALESTINIAN HIGHER EDUCATION 
 

 

 

 

 

 

 

By 

Aya Nidal Faleh Al-Atrash 

 
 

 
 

 

Supervisor 

Dr. Khaled Dweikat 
 

 

 
 

This Thesis is submitted in Partial Fulfillment of the Requirements for the 

Master’s Degree of Methods of Teaching English Language, Faculty of Graduate 

Studies, An-Najah National University, Nablus, Palestine. 
 

2024 



ii 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EXPLORING EFL STUDENTS’ PERSPECTIVES OF 

THE ROLE OF CHATGPT-AIDED  PERSONALIZED 

LEARNING IN ENHANCING AUTONOMOUS 

LEARNING IN PALESTINIAN HIGHER EDUCATION 

 
By 

Aya Nidal Faleh Al-Atrash 
 

This Thesis was Defended Successfully on 16/12/2024 and approved by: 

 

 



iii 

Dedication 

Palestinian martyrs are not just numbers; they are stories to be documented and told from 

one generation to another. Here, I dedicate my thesis to these unforgettable stories that 

continue to teach us the genuine meaning of humanity, sumud, sacrifice, and national 

commitment.  

This dedication is incomplete without a proper acknowledgment of the unyielding support 

and love of my family. I, therefore, express my deepest gratitude to my father, Nidal Al-

Atrash, my mother, Wisam Ahmad, my sisters, Zeina and Nawwar Al-Atrash, and my 

brothers, Mu’men and Mahdi Al-Atrash. Your constant encouragement and love have 

always been the driving force behind my academic pursuits and scholarly success. I 

sincerely thank you! 

To my little family; my husband, Dr. Mohammed Hamdan, and my little princess and the 

star of our home, Salma Hamdan, I extend my warmest dedication and gratitude. Special 

thanks go to my husband who has never hesitated to support me in times of exhaustion, 

distress, and frustration. He is the man who fed my inquisitive spirit and pushed my 

scientific endeavors forward, a man who is simply priceless.  

This thesis is also dedicated to my second family; my father-in-law, Ismael Hamdan, and 

mother-in-law, Khitam Alawneh, and all other family members. This project would not 

have been possible without your unwavering help, blessing, and wishes.  

To my all-and-for-ever hero, my late grandfather, teacher Ahmad Jaber, I dedicate this 

work. Whatever expressions I provide here, I can never describe the beauty, courage, and 

wisdom I have learned from him. He will always remain a beautiful soul who taught me 

to take a leap of faith in myself and make my ideas come true. This dedication is, 

moreover, extended to my grandmothers, Halima  and Fatima, all of my uncles, and their 

families for believing in me. 

Finally, whoever reads this labor of love, may you find hope, knowledge, and truth in 

youth as I continue to do. Thank you for reading this!  

  



iv 

Acknowledgment 

First and Foremost, I deeply thank God The Almighty for His innumerable blessings. I 

am eternally indebted to Him for the light and insight that have guided me through this 

long journey.  

This thesis is not the outcome of the efforts of entirely one individual. Many people have 

contributed to its development, progress, and final production. Accordingly, I take this 

opportunity to acknowledge those who have made an authentic impact on my master’s 

journey and accomplishment. I sincerely thank my supervisor, Dr. Khaled Dweikat, for 

his generous instruction, unrelenting guidance, and nuanced feedback not only during the 

course of this thesis but throughout my graduate experience at An-Najah National 

University.  

My unfailing gratitude and utmost appreciation also go to my husband, Dr. Mohammed 

Hamdan, who contributed to the eventual completion of this thesis by providing both 

instrumental commentary on certain sections and thorough editing and proofreading. 

Besides, I would also like to express my deepest thanks to all administrative and academic 

staff members and undergraduate students at An-Najah National University and Al-Quds 

Open University for their contribution and responses to the questionnaire and the 

interview.  

In this regard, I shall not forget to especially thank the Faculty of Graduate Studies at An-

Najah National University for facilitating the distribution of the questionnaire among 

undergraduate students at both universities. In fact, An-Najah National University is not 

only an ordinary place where I received my BA and MA education, but it is also my home; 

a place where I mostly and literally feel I belong.  

It also goes without reflection that my warmest thanks and gratitude must be given to the 

Master’s thesis review committee: the external examiner, Dr. Wafaa Abu Hatab and the 

internal examiner, Dr. Zuhair Khalifa. Their detailed commentary and genuine feedback 

contributed to improving the quality of this thesis. I truly thank them for recognizing the 

potential of my work and any future endeavors I seek to make real in the field of methods 

of teaching the English language. 

  



v 

Declaration 

I, the undersigned, declare that I submitted the thesis entitled: 

EXPLORING EFL STUDENTS’ PERSPECTIVES OF 

THE ROLE OF CHATGPT-AIDED PERSSONALIZED 

LEARNING IN ENHANCING AUTONOMOUS 

LEARNING IN PALESTINIAN HIGHER EDUCATION 
 

By 

Aya Nidal Faleh Al-Atrash 
 

I declare that the work provided in this thesis, unless otherwise referenced, is the 

researcher’s own work, and has not been submitted elsewhere for any other degree or 

qualification. 

Student's Name Aya Nidal Faleh Al-Atrash 

Signature:  

Date: 16/12/2024 

 

 

  



vi 

Table of Contents 

 ج

Dedication ........................................................................................................................ iii 

Acknowledgment ............................................................................................................. iv 

Declaration ........................................................................................................................ v 

Table of Contents ............................................................................................................. vi 

List of Tables ................................................................................................................. viii 

List of Appendices ........................................................................................................... ix 

Abstract ............................................................................................................................. x 

Chapter One: Introduction and Theoretical Background .................................................. 1 

1.1 Introduction ................................................................................................................. 1 

1.2 Theoretical Background .............................................................................................. 6 

1.3 Problem Statement ...................................................................................................... 8 

1.4 Aims of the Study ....................................................................................................... 9 

1.5 Questions of the Study .............................................................................................. 10 

1.6 Hypotheses of the Study ........................................................................................... 10 

1.7 Importance of the Study ............................................................................................ 10 

1.8 Limits of the Study ................................................................................................... 11 

1.9 Definition of Terms .................................................................................................. 11 

1.10 Literature Review ................................................................................................... 13 

1.11 Summary ................................................................................................................. 34 

Chapter Two: Methodology and procedure of the study ................................................ 36 

2.1 Introduction ............................................................................................................... 36 

2.2 Study Design ............................................................................................................. 36 

2.3 Variables of the Study ............................................................................................... 37 

2.3.1 Independent Variables ........................................................................................... 37 

2.3.2 Dependent variables ............................................................................................... 37 

2.4 Study Population and Sample ................................................................................... 37 

2.5 Instruments of the Study ........................................................................................... 38 

2.5.1 First Instrument: Questionnaire ............................................................................. 39 

2.5.2 Second Instrument: Interviews .............................................................................. 39 

2.6 Validity of the Questionnaire .................................................................................... 40 

2.7 Reliability of the Questionnaire ................................................................................ 41 

2.8 The Study Procedure ................................................................................................. 41 

2.9 Statistical Procedures ................................................................................................ 42 



vii 

2.10 Data Analysis .......................................................................................................... 42 

Chapter Three: Results .................................................................................................... 43 

3.1 Introduction ............................................................................................................... 43 

3.2 Results related to the main study Question ............................................................... 43 

3.3 Results of interviews ................................................................................................. 50 

Chapter Four: Discussion, Results, and Recommendations ........................................... 65 

4.1 Introduction ............................................................................................................... 65 

4.2 Discussion ................................................................................................................. 65 

5.3 Discussion of the Results of the Interview ............................................................... 78 

5.4 Conclusion ................................................................................................................ 79 

5.5 Recommendations ..................................................................................................... 80 

References ....................................................................................................................... 82 

Appendices ...................................................................................................................... 94 

ص الُملخ    ب ............................................................................................................................... 

 

 

  



viii 

List of Tables 

[ 

Table (1): Distribution of Students Sample According to Study Independent Variables

 ............................................................................................................................... 38 

Table (2): Cronbach Alpha test for the students’ study tool ........................................... 41 

Table (3): Scale for representing the estimation level of sample responses ................... 42 

Table (4): Means, Standard Deviations, and estimated level of the perspectives of EFL 

students on the role of ChatGPT-aided Autonomous Learning in enhancing self-

directed learning in descending order ................................................................... 43 

Table (5): Means, Standard Deviations, and estimated level of the perspectives of EFL 

students on the role of ChatGPT-aided Autonomous Learning in enhancing self-

directed learning (General information) in descending order ............................... 44 

Table (6): Means, Standard Deviations, and estimated level of the perspectives of EFL 

students on the role of ChatGPT-aided Autonomous Learning in enhancing self-

directed learning (ChatGPT and Self-directed Learning) in descending order ..... 45 

Table (7): Means, Standard Deviations, and estimated level of the perspectives of EFL 

students on the role of ChatGPT-aided Autonomous Learning in enhancing self-

directed learning (Integration with Traditional Learning) in descending order .... 46 

Table (8): Independent two-sample t-test result of the perspectives of EFL students on the 

role of ChatGPT in enhancing self-directed learning due to gender ..................... 47 

Table (9): Frequencies, Means, and Standards Deviations of the perspectives of EFL 

students on the role of ChatGPT in enhancing self-directed learning due to year of 

study for the total degree ....................................................................................... 48 

Table (10): Results of One-Way ANOVA of the perspectives of EFL students on the role 

of ChatGPT in enhancing self-directed learning due to year of study .................. 49 

Table (11): Independent two-sample t-test result of the perspectives of EFL students on 

the role of ChatGPT in enhancing self-directed learning due to university ........ 102 

 

  



ix 

List of Appendices 

 ج

Appendix (A): Questionnaire .......................................................................................... 94 

Appendix (B): Interview Questions ................................................................................ 99 

Appendix (C): Permission from Al-Quds Open University ......................................... 100 

Appendix (D): Permission from An-Najah National University .................................. 101 

Appendix (E): Tables .................................................................................................... 102 

 

 

 

 

 

 

 

  



x 

EXPLORING EFL STUDENTS’ PERSPECTIVES OF 

THE ROLE OF CHATGPT-AIDED PERSSONALIZED 

LEARNING IN ENHANCING AUTONOMOUS 

LEARNING IN PALESTINIAN HIGHER EDUCATION 
 

By 

Aya Nidal Faleh Al-Atrash 

Supervisor 

Dr. Khaled Dweikat 

Abstract 

This study aimed to investigate the perspectives of EFL students on the role of ChatGPT-

assisted autonomous learning in enhancing self-directed learning at two Palestinian 

universities which are An-Najah National University and Al-Quds Open University. To 

achieve this aim, the researcher employed a mixed-approach research design to analyze 

and explain the collected data. The data were collected through the study tools which are 

interviews and a questionnaire from a sample of EFL students according to demographic 

variables such as gender, academic level, and university. An analytical descriptive 

approach was used by using the questionnaire as a tool for the study and was analyzed 

using SPSS V.23. The sample of the study consisted of (348) students chosen by stratified 

random method. The quantitative analysis revealed generally positive perspectives of 

ChatGPT’s effectiveness in fostering self-directed learning. The findings of the 

questionnaire showed a high response to the total degree of the main question. Moreover, 

there were no statistically significant differences attributed to the variables of academic 

level and university while there were statistically significant differences due to gender in 

favor of males. The qualitative data further emphasized the potential of ChatGPT to 

function as a supplementary tool, providing learners with ways to steer academic learning 

more efficiently. The study also emphasized the need for teacher guidance to ensure 

balanced use. Overall, ChatGPT is seen as a valuable benefit in the educational process 

even though its success depends on thoughtful integration with conventional teaching 

methods. The study ultimately recommended the necessity of raising the awareness level 

of perspective on the impact of ChatGPT-assisted autonomous learning in enhancing self-

directed learning and profound studies about this domain. 

Keywords: AI in education; ChatGPT; autonomous learning; self-directed learning; EFL 

students 



1 

Chapter One 

Introduction and Theoretical Background 

1.1 Introduction 

The way technology has revolutionized teaching methods is fascinating, particularly in 

language teaching. The transfer toward web-based learning not only increases 

accessibility but also fosters student engagement and autonomy (Di et al., 2018). By 

breaking down the boundaries of the physical environment of classrooms and fixed 

schedules, web-based learning opens up new possibilities for interactive and individual 

learning experiences. This shift has challenged conventional approaches focused on 

textbooks and classroom teaching by offering a more flexible and dynamic technique for 

students to learn the English language. If learning a new or foreign language in today's 

universities by the use of traditional or modern ways of learning does not get positive 

impacts as commonly expected in learning processes, then the issue of building a new 

model for learning the English language and improving the learner’s performance 

remains a fundamental concern. This concern can be approached in many different ways. 

One essential way of improving the student’s ability to autonomous learning is to use a 

mixed approach that allows students to integrate ChatGPT as a necessary part of the face-

to-face learning process.  

Several works of literature in education provide various definitions of “autonomous 

learning”. Some extreme explanations confuse it with “independent learning,” where 

students are supposed to avoid all external effects while learning, which can be 

misleading. While “autonomous learning” involves self-management and self-monitoring 

(similar to the “self-regulated learning” concept) (Entwistle & McCune, 2004), it can also 

be good for interactions with peers or teachers’ perspectives. Students in this approach 

use others’ ideas to improve their own, not just passively accept them. Knowledge 

building becomes an individual journey with distinctive awareness, not simply 

“receiving” information. Autonomous learners take control and responsibility for their 

own education, finding resources, setting goals, and improving their understanding within 

a chosen field. This aligns with a self-directed approach and with personalized learning, 

where the focus is on individual interests and needs. However, it is different from the 

student-centered approach which may involve some teacher guidance despite the 

emphasis on student participation. It must take into account that learner autonomy is a 



2 

skill brought up through an individual journey of development. This journey toward 

cultural knowledge encompasses different layers of emotional uncertainty because 

learners find it hard to bridge gaps between what is expected and what is real. Yet, these 

gaps can be approached, solved, and harnessed if learners gain self-trust in terms of 

finding new information, solving problems by experience, and autonomously re-shifting 

to authentic modes of knowledge acquisition without following the steps of their 

instructors’ philosophy of teaching. This ultimately brings ease to students’ experimental 

learning despite the level of uncertainty this might entail (Magolda, 2023). 

Knowles (1975) believes that self-directed learning (SDL) must be centralized in the 

process of adult education. Here, SDL refers to a way of learning by which students are 

in full control of the entire learning process. This implies that they can find their own 

interests in the search for knowledge, locate different sources of information they need, 

create their self-assessment, build their objectives, keep track of their development, and 

choose any appropriate approach to employ in the learning process, regardless of their 

teachers’ influence. In so doing, learners reveal that they are highly competent as they 

embody a desire for knowledge retention. To Knowles, these learners become 

increasingly motivated to set their own goals, which means that they are more equipped 

than passive learners who turn into mere recipients of knowledge. In relation to this, 

Knowles shows that SDL reflects itself in the learners’ normal psychological behavior 

throughout their development, which eventually decreases their feelings of self-

devaluation, fear, and doubt, especially in the act of gaining new knowledge in the 

learning process (Knowles, 1975). 

Five important elements manifest SDL from a conceptual perspective, as put by (R. Kim 

et al., 2014). To begin with, structuring goals on the part of learners is a significant 

element that demonstrates their ability to choose what is relevant and necessary in terms 

of the final product of learning, be it their academic success or establishing a career that 

is tied to the knowledge they seek to build. Secondly, learners must determine and access 

fitting resources, utilizing diverse materials like textbooks and online sources to support 

their objectives. The third key element demands adopting and implementing learning 

activities, where learners create executable plans, be in charge of studying time 

effectively, and require feedback to align with their goals and accessible resources. The 

fourth dimension is monitoring and evaluating performance requiring learners to evaluate 



3 

their progress with equivalent set goals, which enables them to modify to enhance 

performance. The final key element is reshaping learning strategies which involves 

thoughtful completed activities to identify areas for improvement, leading to modification 

in learning approaches and consistent engagement in learning environments.    

Online education, especially asynchronous learning, has gained popularity due to its 

widespread availability, advancement of technology, and cost-effectiveness, which offers 

university students increased accessibility, convenience, and flexibility (Buelow et al., 

2019). McDonald et al. (2020) demonstrate that a significant part of university students 

enrolled in complete asynchronous online courses. In fact, asynchronous learning gives 

learners the opportunity to locate and use the materials they need in their courses and 

other relevant sources at their will.  

It is mandatory that students who are involved in synchronous courses via online 

platforms equip themselves with deep knowledge of self-directed learning and other 

autonomous modes of learning. Contrary to students who are part of classical settings in 

the educational process, students who take synchronous courses must bring along their 

SDL skills, which are a genuine learning value that is much needed to replace the lack of 

assistance from teachers and interchange of information with peers (Frimming & 

Bordelon, 2016). This need is an intrinsic part of asynchronous online education, meaning 

that students are responsible for their time and are significantly in charge of their learning 

strategies which they may adapt to comply with their final educational objectives (Zhu et 

al., 2020). Since obtaining knowledge by having access to the Internet in asynchronous 

online courses is vital, Y. Lai et al. (2022) argue that the Internet becomes important to 

provide different sets of data to empower students’ knowledge, self-learning, and SDL 

skills. This allows students to improve their experiences of self-learning, offer new 

insights into the learning self, develop their ability to criticize and evaluate newly 

acquired knowledge, and reflect on their own points of strength and weakness for the sake 

of increased development (R. Kim et al., 2014). 

The gradual value of SDL and autonomy in asynchronous online learning stems from the 

fact that learners can separately take charge of their time and take note of their progress, 

which fosters their flexible adaptation to the learning process. Consequently, individuals 

who improve in these environments are often characterized as self-directed learners, 



4 

showing high levels of motivation and active engagement in their educational tracking 

(Knowles, 1975). 

It must be noted, nonetheless, that having the skills needed for autonomous learning is 

not part and parcel of all university students, which implies that they may fall behind in 

developing their abilities in self-directed learning. For example, their inability to employ 

different resources in the learning process, particularly multimedia data, due to their 

unprofessional ways of directing learning materials can increase their sense of frustration. 

The lack of professionalism in dealing with new technologies and having access to 

necessary information, as noted by (Kara et al., 2019), can propel the students’ anxiety as 

they lag behind due to their technical inexperience. In addition to the students’ lack of 

technical skills that qualify them to engage deeply in a self-directed learning process, the 

non-existence of an authentic learning environment that fully supports its learners can 

lead to dire challenges in the context of asynchronous learning. (Kara et al., 2019)consider 

that interactions among students themselves and with their teachers, likewise, are pivotal 

to the ultimate fruition and improvement of the process of online learning. These 

challenges can contribute to the failure of the learning process by bringing about damage 

to the students’ healthy spaces and environments in asynchronous online learning.       

In their discussion of artificial intelligence in education, Carter Jr et al. (2020) suggest 

that it can be used to further improve the amount of support given to students in the 

process of learning. Students in today’s educational contexts can gain further support 

from technology-enhanced environments, especially if we take into account the fast 

growth of artificial intelligence in different educational settings. Students who are 

particularly engaged in asynchronous online courses, which can be challenging because 

of the students’ constant need to acquire self-directed learning skills, can use artificial 

intelligence to simplify materials and make the process of learning easier. Students’ use 

of chatbots, which are newly designed and popular AI programs that generate human-like 

conversations, can facilitate the process of self-learning. The particular employment of 

ChatGPT, which is a specialized type of chatbot, fulfills the functional role of self-

directed learning as it provides intricate discussions, interactive responses, and a 

supportive environment in terms of assistance, assessment, and critique. This becomes 

possible through the utilization of ChatGPT which renders natural language processing 



5 

(NLP) or, at least, a quasi-human language to fashion productive conversations between 

learners themselves within their technologized environments.    

The integration of AI in the learning process proves to be beneficial to students whose 

utilization of ChatGPT can facilitate different aspects of this process such as interactive 

correspondence, re-production of knowledge, and peer engagement. In the words of(Li 

& Xing, 2021), the employment of ChatGPT grants students the ability to take part in 

class discussions in a way that releases them from the constraints of conventional methods 

of teaching. This endeavor on the part of students to take part in group discussions is an 

essential quality that adds to the benefits of ChatGPT. Dwivedi et al. (2023a, 2023b) 

suggest that in-class collaborative activities such as working on mutual projects, 

engagement in teamwork, and reciprocal involvement in problem-solving practices are 

now easy to create through ChatGPT.  

At the individual level, ChatGPT can also foster personal initiatives as it caters to every 

student’s personalized way of learning by providing student-oriented exams or quizzes 

based on his/her academic level, potential, and needs(Perez et al., 2017). Through direct 

interactions with each student’s queries in the form of detailed evaluation and 

commentary, not only does ChatGPT operate as a means of creativity, self-criticism, 

knowledge production and renewal, but it also functions as a tool of communication by 

which students’ conversational skills are further improved (Perez et al., 2017). In this 

regard, Dwivedi et al. (2023) also propose that ChatGPT serves teachers since it can 

create substantive reflection on students’ assignments and, accordingly, offer thorough 

feedback that contributes to the establishment of a culture of students’ personalized 

learning. The birth of this culture in different educational settings, thanks to the increasing 

use of ChatGPT in contemporary learning spaces, reveals that this tool of artificial 

intelligence can be multi-dimensional in terms of its basic function. While ChatGPT 

envelops abilities that can be steered to emphasize learners’ autonomy of learning 

methodologies, it also gives sufficient free space to accumulate educational materials, 

sources, and notes by generating them promptly (Perez et al., 2017).   

The current study explores students’ autonomous learning in different educational 

settings by focusing on the value of learning environments and how they may influence 

and support this autonomy-led philosophy of education. One of the most important 



6 

aspects of the supportive learning environment is the use of AI, with a particular focus on 

ChatGPT, which turns into a rich site of autonomous learning as it gives easy access to 

many resources relevant to the course material and students’ fundamental needs, helps to 

draw a plan for certain achievable objectives, and manages students’ academic progress, 

especially in certain contexts where learning environments fail to support students.  

However, there are certain constraints, demands, and challenges that one must take into 

consideration when it comes to the employment of AI in the learning process. Among 

these challenges is the students’ recognition of keeping away from an over-dependence 

on AI while seeking support and assistance from teachers. Other challenges include the 

continuous development of AI’s authentic responses and their relevancy to the students’ 

needs. To make its use feasible or implementable both theoretically and physically, it 

must also be taken into account that the human touch in education must be left unharmed 

if we consider the value of human interaction when dealing with new technologies such 

as ChatGPT. Finding a balance between human capacities to reflect and produce within 

learning environments and the use of AI in education is necessary. In other words, the use 

of AI in education cannot replace or take over human perception and guidance in any 

possible way. In this regard, while this study investigates the blending of AI technologies, 

particularly, ChatGPT, in education, it reflects on the best feasible ways to employ such 

tools to enhance learners’ performance of knowledge effectively and creatively.   

1.2 Theoretical Background 

This study investigates the notion of autonomous learning, which forms the bulk of this 

research, by using John Dewey’s (1938) theoretical framework. Dewey’s philosophy is 

pivotal in the learning process as it gives students the opportunity to reflect deeply on 

their own learning experiences. In this philosophy, it thus appears that students’ 

engagement in deep critical thinking of the decisive actions they take as they become 

involved in the learning process embodies the view that knowledge is constructed rather 

than acquired. This takes place via the repetitive process of questioning and adaptation. 

If students are endowed with these reflective capabilities, they can easily transform into 

independent learners who can be both responsible for their learning and powerful 

participants in the cultivation of knowledge through encouraging sustainable learning 

habits. In one of his postulations, Dewey contends that individuals “do not learn from 

experience… [they] learn from reflecting on experience” (Dewey, 1938), a theory that 



7 

embodies the soul of the learning process in which emphasis is not necessarily laid on the 

knowing and accumulating new information, but is centered on the active involvement of 

students in the meanings they produce from their reflective perspectives on their learning 

experiences. Dewey’s philosophy on experiential learning gives shape to the core 

objective of this thesis, which is the examination of autonomous learning within higher 

education environments in Palestine.  

Employing AI tools, here ChatGPT, to the advantage of this study in terms of assisting 

learners to form their goals, locate resources for learning, and observe the quality and 

progress of their learning capitalizes on Dewey’s philosophical perceptions of education 

as a process that entails dynamic participation and self-directed learning.  

In his defense of the significance of learning by experiencing, Dewey recommends that 

teachers “give the students something to do, not something to learn”(Dewey, 1938). This 

recommendation also corresponds to his view of learning as doing: “The doing is of such 

a nature as to demand thinking” (Dewey, 1938). These important theoretical articulations 

pose a critical question about the nature of the learning process, which Dewey sees in 

active roles. To put this simply, Dewey considers that learning by experience exposes the 

learners to the most beneficial outcomes of education where they can draw meaningful 

conclusions by reflecting on certain tasks to find solutions to problems and think critically 

about these tasks. Dewey’s view of learning as an experience of reflection or doing rather 

than only knowing contributes to the main focus of this thesis, which aims to develop a 

culture of participation in which learners are rendered active producers of knowledge, or 

participants who are not merely positioned as passive recipients of data.      

One of the most important aspects of autonomy in education, as put by Dewey, is that 

“the only freedom this of remaining importance is the freedom of intelligence, that is to 

say, freedom of observation and judgment”. Dewey’s notion, here, highlights the merit 

of learners’ freedom of intellect, which this thesis capitalizes on by investigating the 

impact of experiential ChatGPT-assisted learning on students’ ability to think, criticize, 

synthesize, interrogate, and assess forms of knowledge to generate and build a solid sense 

of authority and freedom on the part of learners. Moreover, Dewey’s structural 

significance to the body of this thesis appears in his suggestion that “education aims to 

enable individuals to continue their education”, which reveals the essence of education 



8 

promoted in this thesis, that is durability. By offering a long-standing view of education, 

Dewey argues that learning builds the learner’s character and establishes his/her desire 

for continual growth, which ultimately grants students the much-needed tools, skills, and 

mentality to make progress in a world that is constantly developing (Dewey, 1938). By 

making use of Dewey’s theories in this thesis, the researcher not only reflects on the 

practical dimensions of applying AI tools to educational settings but also underscores the 

profound benefits of giving learners the chance to take full control of their education.   

1.3 Problem Statement  

Many undergraduate students go through challenges when they study the English 

language as a foreign language in different Palestinian higher education institutions. 

These challenges may culminate in the students’ failure to cultivate an autonomous 

identity, which is a quality they need to embrace in a self-directed learning culture. 

Including concerns relevant to the question of autonomous learning, these challenges also 

point to the search for resources and using them as well as finding appropriate 

pedagogical help and encouragement. The rise of ChatGPT and its integration into 

students’ learning experiences have offered genuine ways to reflect on students’ 

autonomous identities in relation to AI-empowered platforms. Yet, the effective 

employment of ChatGPT in the context of autonomous learning in Palestinian higher 

education remains unresolved, a question that begs an immediate answer despite the 

abundance of research on this topic. This study, therefore, poses a challenging question 

on the potential of using and integrating AI tools, and for the sake of this thesis ChatGPT 

technology, into various educational settings of Palestinian higher education. It 

specifically explores the perspectives of students in the field of English language as a 

foreign language on the incorporation of ChatGPT to improve their experiences of 

learning, with a particular focus on the notion of autonomous learning. By finding, 

analyzing, and understanding these perspectives, the study not only shows the 

significance of examining vital interactions or correspondences between ChatGPT and 

autonomous learning but also consciously reflects on the best means through which 

ChatGPT-in-autonomous-learning can be best exploited to refine the prospect and 

characteristics of teaching the English language in Palestinian higher education 

institutions. 



9 

The crux of the research problem emanates from the increasing need to integrate AI 

technologies into contemporary educational contexts to produce an autonomous learning 

culture among EFL students. The rising demand for incorporating technology in 

education implies that ChatGPT among other tools reflects a wide range of possibilities 

that can shape the learning methodologies and encourage students’ self-direct mode of 

learning. As noted, there are many ChatGPT-related benefits that one can bring into 

discussion here, yet one of the most common gaps that can be flagged up in this regard is 

how such tools can impact the potential of learners to outline goals, get access to 

resources, and autonomously keep track of their progress. Speaking of certain EFL 

contexts, it is relevant that ChatGPT is frequently used to enhance students’ autonomy 

which can vitally empower their critical flare and improve their linguistic abilities and 

levels of acquisition. The emphasis on autonomy and self-determination in students’ 

acquisition of language, which is foregrounded in Dewey’s experiential philosophy of 

learning, this student sheds light on this gap by demonstrating how AI technology can 

leave a remarkable impact on students’ independence. The final outputs of the study seek 

to highlight how the effective integration of AI in enhancing students’ autonomy can be 

taken as a significant pedagogical insight and philosophy for current educators and 

policymakers at academic institutions.     

1.4 Aims of the Study 

The current study seeks to: 

1. Investigate if ChatGPT technology gives students the authority to lead their own 

learning experience, practices, and overall process, and set their final goals. 

2. Determine whether gender affects how students adopt educational autonomy through 

ChatGPT. 

3. Determine whether study levels play a significant role in the utilization of Gen AI 

technology for educational objectives. 

4. Investigate the perspective of EFL students in the role of ChatGPT-aided 

Autonomous Learning in enhancing self-directed learning. 

  



10 

1.5 Questions of the Study 

This study aims to answer the following questions: 

1.  What are the perspectives of EFL students on the role of ChatGPT-aided 

Autonomous Learning in enhancing self-directed learning? 

2.  Are there any significant differences at (α=0.05) in the perspectives of EFL students 

on the role of ChatGPT in enhancing self-directed learning due to gender? 

3.  Are there any significant differences at (α=0.05) in the perspectives of EFL students 

on the role of ChatGPT in enhancing self-directed learning due to university? 

4.  Are there any significant differences at (α=0.05) in the perspectives of EFL students 

on the role of ChatGPT in enhancing self-directed learning due to student’s level? 

1.6 Hypotheses of the Study 

The present study aims to test the following hypotheses: 

1.  There are no statistically significant differences at (α=0.05) in the perspectives of 

EFL students on the role of ChatGPT in enhancing self-directed learning due to 

gender. 

2.  There are no statistically significant differences at (α=0.05) in the perspectives of 

EFL students on the role of ChatGPT in enhancing self-directed learning due to 

university. 

3.  There are no statistically significant differences at (α=0.05) in the perspectives of 

EFL students on the role of ChatGPT in enhancing self-directed learning due to 

student’s level. 

1.7 Importance of the Study 

Reinforcing educational autonomy is essential in contemporary education by empowering 

learners to control their learning process. In Palestinian higher education, where 

conventional teaching methods prevail, this study searches through the potential of 

ChatGPT to enhance autonomy among undergraduate students, offering a way for them 

to have greater control over their educational endeavors. Upgrade English Language 

Teaching is considered a cornerstone of the globalized world, especially for Palestinian 

higher education institutions that work to develop proficient English language instructors. 



11 

Through pioneering approaches to EFL, this study aims to enlighten readers on how 

ChatGPT technology can enhance language teaching, and potentially elevate the quality 

of English language education in Palestinian institutions. To conclude, this study is not 

only academically significant but also reveals practical implications for improving 

educational practices, fostering self-directed learning among undergraduate students, and 

moving forward to English language education in Palestinian higher education 

institutions. By investigating students’ perspectives on ChatGPT-aided autonomous 

learning, the thesis aims to contribute to the continuing discussion on innovative teaching 

and learning techniques in the Palestinian context and beyond. 

1.8 Limits of the Study 

This study is limited to the following:  

1. Locative limits: Two different Palestinian universities: (An-Najah National 

University) and (Al-Quds Open University). 

2.  Temporal limits: this study was conducted in the academic year (2024). 

3.  Human limits: The study involved the EFL students who study at An-Najah 

National University and Al-Quds Open University. 

4.  Topical limits: Exploring EFL students’ perspectives on the role of ChatGPT-

assisted autonomous learning to enhance self-directed learning in Palestinian higher 

Education. 

1.9 Definition of Terms 

The researcher provides theoretical operational definitions to clarify key terms and their 

meanings in this research. The following terms are intrinsic to the body of research and 

are important to understand its essential main dimensions: 

- Autonomous Learning: Holec (1981) defines it as the ability to take control of one’s 

own learning, which involves making decisions about different aspects of learning 

such as pace of learning, materials, selection, and setting goals. 

- Operational Definition: In the context of this present study, autonomous learning 

refers to the ability of students in higher educational environments to individually 

steer their learning journey, make decisions according to their learning goals and 



12 

strategies, and reflect on their learning experiences without constant supervision 

from teachers. 

- Self-directed learning: It refers to a process in which individuals take initiative, with 

or without the assistance of others, in determining their learner needs, drawing up 

learning goals, identifying human and material resources for learning, choosing and 

implementing appropriate learning strategies, and evaluating learning outcomes 

(Knowles, 1975). 

- Operational Definition: This study poses that self-directed learning entails the 

individuals’ ability to take part in the learning process in a dynamic way, inform their 

ultimate learning goals decisively, and make use of resources to make concrete these 

goals in the specific context of higher education. 

- Asynchronous learning: This term implies that learners in certain educational 

contexts can be involved in the learning process by having the opportunity to know 

and review data, and finish their tasks at different times, which (Sagin Simsek, 2008) 

emphasizes as opposite to real or fixed timeframe.   

- Operational Definition: This study employs this term to reflect students’ 

involvement in different learning practices in online educational environments, 

which makes their correspondence with teachers and peers unnecessary. This 

ultimately gives students a good chance to experience a sense of flexibility in terms 

of time schedules and pacing.  

- ChatGPT: This is an OpenAI-developed tool that is used to generate human-like 

conversations based on certain prompts inserted by users (Open AI, 2023). 

- Operational Definition: This term is employed in this study to refer to the use of 

this AI-powered tool to enhance students’ autonomous and self-directed learning in 

the context of higher education in Palestine. The term operates as a tool to assist 

students in designing their learning objectives, locating data online, and keeping 

track of their progress by interacting with the tool’s language, albeit naturally.   

  



13 

1.10 Literature Review 

Learning can be viewed as a spontaneous performance of knowledge that is motivated by 

personal desires for growth and development. Loyens et al. (2008a) highlighted that 

learning is an active process that demands learners to take initiative. They structure 

knowledge regarding the information available to them. Since the mid-20th century, 

research on autonomous learning has been progressing, particularly in fostering foreign 

language education. Henri (Holec, 1981) work, “Autonomy in Foreign Language 

Learning”, significantly looks into the integration of autonomous learning into language 

teaching. Foreign language autonomous learning aims to internalize and obtain 

knowledge (McMillan & Rivers, 2011). Subsequently, research and implementation of 

autonomous learning in language teaching have expanded. Researchers explore varied 

aspects, including the conceptualization of autonomous learning (Benson, 2007); 

(Peeters, 2018), teaching practice (Macaskill & Denovan, 2013); (Oxford, 2015), and the 

role of teachers ((Hamed et al., 2021); (C. Lai et al., 2016); (Rosell-Aguilar, 2018)). 

Moreover, different studies explore the learning strategies relevant to autonomous 

language learning (Cockrum, 2013); (Oxford, 2015). Some argue that autonomous 

learning is built in Western theories, enhancing exploration of its cultural adaptability in 

a different context (Schmid, 2018). In (Zhong et al., 2019) introduced Curriculum 2.0 to 

tackle gaps in autonomous learning. Modern information technology has revolutionized 

teaching methods, notably influencing students’ autonomous language learning abilities. 

This has garnered attention from researchers and educators, including (Benson, 2007; C. 

Lai & Gu, 2011; Lewis, 2013; Rienties et al., 2018, & Shadiev & Yang, 2020). They 

investigate how technology can enhance students’ autonomy, improve learning outcomes, 

and foster motivation from various perspectives. 

As stated by Deci & Ryan (1985), the autonomy of learning refers to the psychological 

need for individuals to practice self-direction in initiating and managing their behavior. 

In the current orientation of English as a foreign language pedagogy, there is a significant 

emphasis on a student-centered approach and valuing learner autonomy (AKBARI, 2008; 

Bell, 2003). This means EFL learners are now actively engaged in making pedagogical 

decisions and treated as autonomous and involved participants (Kumaravadivelu, 2006). 

Consequently, the curriculum design is increasingly focused on language learners 



14 

(Macalister & Nation, 2019), with researchers recognizing the vital role of learner 

autonomy in teaching (Bell, 2003). 

While a lot of terms exist in past research, highlighting different sides of learner autonomy 

(Benson, 2007), a simpler understanding focuses on learners’ ability to take control of 

key elements in their language acquisition (Benson, 2013; Holec, 1981). A significant 

shift has occurred over time, moving from learning situations to learner autonomy itself 

as a central feature (Benson, 2007). Concepts like “independent learning” and “self-

direction” are often studied alongside learning autonomy (Najeeb, 2013). Benson & 

Huang (2008) assume that these terms, “self-directed” and “independent,” typically 

reflect situations where learning autonomy is practiced. It’s substantial to clarify that 

references to individual or independent learning do not implicitly isolate learning lacking 

teachers and mentors (Littlewood, 1999). On the contrary, learning autonomy can 

enhance collaboration and learning with teachers and peers (Garrison et al., 2014). 

According to the idea of learner autonomy as self-directed learning (SDL), (Little, 2007) 

emphasizes the psychological aspects included. This involves critical reflection, where 

learners analyze their learning experiences, independent decision-making about their 

learning objectives and strategies, and take the initiative to apply them to their decisions. 

In essence, learning autonomy empowers learners to become the central figure in their 

learning process, rather than passively receiving direction from a teacher (Fang & Pace, 

2013). 

The concept of self-directed learning, with its origin in adult education, can be considered 

both a personal quality and a characteristic of the learning environment itself. (Knowles, 

1975) emphasizes the process feature, where learners take the initiative and responsibility 

for their learning aims, whether individually or with some external support. This expands 

to providing learners some control over the content they interact with, including selecting 

the material, evaluating it critically, and choosing appropriate learning strategies. 

(Benson, 2013) confirms that the terms “self-directed learning” and “learning autonomy” 

are often used interchangeably in the literature, which may contribute to the 

misunderstanding that they are synonymous. However, recent tendency shows a 

uniqueness emerging with “learning autonomy” which refers to the capacity to control 

one’s learning. In contrast, “self-directed learning” is increasingly related to situations 

where this capacity is actively used (Benson & Huang, 2008).Although self-direction 



15 

provides opportunities for learners to evolve into autonomous thinkers, it does not 

guarantee autonomy for every learner. Moreover, self-directed learning (SDL) is seen as 

a crucial step in bringing up learner autonomy (Yang, 2024a) and significantly influences 

academic performance in both the short and long terms  (Loyens et al., 2008b). Similarly, 

(Little, 2007) propounds that learning autonomy is educated through an interactive 

process where instructors gradually empower learners with more control over their 

learning processes and materials. Little (2007) emphasizes that language instructors 

should create an interactive dynamic that encourages both communicative proficiency 

and learner autonomy at the same time. 

Scholarly research in the field of English language and autonomous learning has been 

abundant in the years from 1990 to 2023. This increasing interest in research in this field 

has generated different insights and orientations from researchers who proposed 

approaches and learning methodologies in which learners are centralized in the process 

of education. The crux of these scholarly propositions is the idea of individualism, 

meaning that learners become responsible for their own education by improving their 

learning experiences. Due to its significance in today’s educational research, scholars 

have indulged in several studies that explore the importance of autonomous learning and 

its impact on teaching and learning English as a foreign language. Within the English 

language teaching context, learning autonomy is frequently discussed in the context of 

learners’ communication (Benson, 2007) with (Nupus et al., 2022) suggesting that it 

works as a means to enhance efficiency in language acquisition. The support for learning 

autonomy in language classrooms as well as its comprehensive conceptualization has 

been the focus of much research. These studies propose that learners must be motivated 

and prepared to cuddle autonomy, and implicit active involvement in decision-making 

related to their learning process (Chan, 2001; Cotterall, 1995). This suggests that (EFL) 

students should acquire the tools of learning autonomy and engage in autonomous 

learning as an integral element of their university education. 

In the 21st century, education is moving forward to meet the requirements of the digital 

age, emphasizing autonomous learning experiences that are suitable for individual 

students. This necessitates that teachers and students alike reconsider their conventional 

positioning within the educational process. In today’s education, there is a high 

expectation on the part of educators to cultivate what may be termed “lifelong learners”, 



16 

a term that refers to the significance of learners’ sustainability by developing their 

potential as competent thinkers and knowledgeable participants who are led by self-

directed learning skills. Considering the fast and abrupt changes in the domain of learning, 

the view of teachers as the sole designers and absolute feeders of knowledge in the 

learning process seems unrealistic. Teachers are currently reimagined as guides who only 

facilitate the passage of information to students, hence enhancing their students’ 

autonomous learning. The use of ChatGPT can further perpetuate and affirm this new 

positioning of teachers as facilitators of the learning process. This may happen through 

the integration of ChatGPT as a medium through which prompt feedback is provided 

while also creating interactive moments for in-class discussions. ChatGPT, in addition, 

fosters a sense of personalized support to students who can use it to improve traditional 

ways of education. By building on conventional methods of teaching, ChatGPT becomes 

a complementary means of personalized learning that fosters different skills such as 

problem-solving and individualized thinking.  

The effective endorsement of students’ autonomy in the learning and improvement of 

English language skills has been explored in different research projects. Speaking from a 

Swedish experience of teaching students at high schools, Almusharraf (2020) revealed 

that the use of traditional modes of teaching has shown less effective impact than the 

employment of autonomous learning strategies in the classroom. The study found that 

those students who had appropriate chances to work on their autonomous learning were 

more capable of learning the English language than their counterparts who were deeply 

immersed in traditional ways of learning. In order to increase teachers’ and students’ 

appetite for autonomous learning of language and its subsequent development, Benson & 

Voller (2014) suggested a practical framework by which learners can concentrate their 

energy on acquiring new forms of linguistic knowledge. The major defining aspects of 

this framework include pedagogy, learner agency, assessments, and curriculum. By 

following the main tenets of this theoretical proposition, it was found that learners could 

easily benefit from an interactive learning environment in which they are fully supported 

to become leaders of their learning initiatives, reappropriate productive and genuine tasks 

in the learning process, and increase the number of opportunities when it comes to 

solidifying the qualities and skills needed for a self-directed learning experience. In Liu 

et al. (2023) reflected on this experience by demonstrating that the manifestation of these 



17 

capabilities in the classroom in the form of task-based activities, self-managed acquisition 

of new language knowledge, and learner-centered approaches can generate new levels of 

metacognition. This ultimately increases the students’ sense of self-awareness as they 

turn into responsible participants who can gain proficiency on the condition that they take 

control of their academic progress. The resultant effects based on the findings of these 

studies demonstrate that there is a high chance for students’ development and proficiency 

if the experience of autonomous learning is equally and justly adopted in different 

contemporary classroom settings. 

Speaking of the educational context at Palestinian universities, there is still a considerable 

lack of research that directly investigates concerns related to the possible integration of 

ChatGPT-assisted autonomous learning experience in improving language proficiency. 

Therefore, it is vital to take into account current studies on the employment of today’s 

technologies – here chatbots and similar AI-powered technological tools – in enhancing 

the value of autonomous learning in the context of learning and developing language 

proficiency. In the context of teaching the English language to Chinese learners, it was 

found by Chen & Yang (2019) that the incorporation of chatbots in the process of learning 

can be truly efficient and productive in many possible ways. One of the great benefits of 

using chatbots in this learning experience is the consolidation of a self-directed learning 

perspective, which is made possible via the chatbot-assisted provision of organized rich 

content and informative feedback. This chatbot-generated perspective allows students to 

foster a proficient orientation toward language acquisition. 

In another experience that is far too removed from the previous one, Annamalai et al. 

(2023) argued that the evolution of aspects related to autonomy in learning is indebted to 

the use of chatbots as a basic learning tool among university students in Taiwan. Their 

study concluded that technology could enhance the invaluable quality of autonomy in 

learning a language. Bringing chatbots and other artificial tools of technological 

intelligence into conversation with contemporary educational spaces, according to 

(Hwang & Chang, 2023a), is fruitful. This study confirmed that such technological tools 

decreased the intensity or complexity of the integration of self-directed learning among 

students, which fostered a powerful movement to learn the English language 

independently and professionally. Based on the outcomes of these studies, it can be noted 

that employing technology, particularly chatbots, in the English language classroom can 



18 

create positive changes concerning autonomous learning and the students’ ability to self-

direct their own learning experience. Approaching this topic from the perspective of 

learning language at Palestinian universities, nonetheless, remains a pivotal issue in 

today’s research which must examine the impact of ChatGPT-assisted technology on the 

enhancement of students’ acquisition and knowledge of language and the development of 

their autonomous and self-directed experience of learning.  

The use of chatbots, which Adamopoulou & Moussiades (2020) define as intelligent bots, 

digital means of support, technologically structured designs for conversation, and 

artificial means of human-machine interaction, in the field of education has become a 

subject that overheats with a scholarly passion for further exploration. This popular type 

of current AI system makes use of natural language processing (NLP) to create a human-

like form of communication by reading users’ prompts and responding to them 

interactively and conversationally (Khanna et al., 2015). In different fields in the 

humanities and social sciences, mostly education, the employment of chatbots has 

become widespread in the last few years. In relevant research, Colace et al. (2018) 

fashioned a chatbot prototype that is incorporated into courses taught to computer science 

university students to examine its potential to identify questions proposed by these 

students and provide possible answers. This experiment showed that using chatbots in 

higher education was beneficial in terms of its coherent and comprehensible application 

to classroom settings, which eventually improved the students’ experiences of gaining 

new knowledge.   

Other studies concerning the application of chatbots as supportive elements of language 

learning were also conducted by (Hwang & Chang, 2023b), who produced a methodical 

discussion of 25 empirical research concerning this topic. The conclusions they arrived 

at can be summarized in two ways. The use of chatbots reflects the ability and 

determination of students to converse in a certain language by keeping a log of their 

communications in progress (Grudin & Jacques, 2019). Moreover, chatbots are equipped 

with certain features such as promptness of response, modification and adaptation, and 

smoothness of usage; all of these features enhance students’ ability to communicate 

collaboratively. These features, accordingly, contribute to the production of a 

personalized learning experience as they help students to obtain rich and interactive 

materials, which are either drawn from chatbots-stored information or taken from online 



19 

learning resources. According to Hwang & Chang (2023b), the enhancement of language 

learning by the integration of chatbots has proven significant and intelligible since these 

technological tools function as active agents that are always ready to offer a personalized 

learning experience by providing field-specific conversational dialogues with participants 

who can easily access them by using their own electronic devices.                   

Chatbots can cover all three types of interactions as outlined by (Moore, 1989). The 

ability of chatbots to benefit the learning process can be seen in three ways. While 

chatbots operate as powerful online educators, disseminators of knowledge, and rich sites 

of autonomous learning through the content they offer, they simplify and expedite 

channels of interactive correspondence among different agents in the learning process, 

namely teachers, students, and the content per se. This multidimensional approach has 

the potential to provide numerous benefits for student learning, such as fostering self-

directed learning experiences, assisting with common inquiries and concerns, and 

providing timely feedback. Hwang & Chang (2023c) point out the potential benefits of 

integrating chatbots into educational settings, reflecting how technology continues to 

progress to enhance the learning experience. 

In consequence, the capabilities of chatbots show their potential usefulness as effective 

tools for enhancing self-directed learning (SDL) among university students. The use of 

AI systems in education is remarkably double-fold. Firstly, these systems propound 

sufficient and precise instructions on former experiences and performances of students’ 

learning. Secondly, they give counseling on additional online materials by allowing 

further accessibility to auxiliary and supportive materials such as videos and online 

lessons. One of these commonly used chatbots is ChatGPT, which is designed by Open 

AI to carry out lengthy human-like conversations by employing the tremendous GPT-4 

language model that reaches up to 175 billion parameters to reply to naturally inserted 

human language. With its word-paid conversation system, ChatGPT aids in solving 

problems and generating content to address user inquiries. Since its launch, ChatGPT has 

rapidly gathered over one million users within a week, sparking discussions between 

educators about its implications for teaching practices and student learning outcomes. 

Some researchers as Karataş et al. (2024; Hınız (2024) see ChatGPT as a potential 

facilitator of independent learning, capable of designing customized learning plans, while 



20 

others express concerns about its potential to make traditional online exams out of date 

and automate teaching roles. Moreover, its availability 24/7 makes it an accessible 

resource, particularly for university students who engage in asynchronous online learning 

environments, thus enhancing SDL. Adult learners through ChatGPT can obtain relevant 

learning resources such as videos, lessons, and articles based on learners’ requirements, 

track their progress, and suggest more learning opportunities. 

Jeon (2024a) conducted a study investigating the advantages of chatbots in the primary 

English as a foreign language (EFL) classroom and their influence on the psychological 

features of language learners, particularly their motivation to learn English. The research 

included the use of customized chatbots created with Google’s Dialogflow, engaging 36 

Korean primary school students. Through qualitative analysis of interview and interaction 

records, the study identified technological, social, and pedagogical advantages related to 

the use of chatbots. 

Essel et al. (2022) investigated the influence of a chatbot that automatically responds to 

student requests. The study employed a pretest-posttest design with 68 undergraduate 

students randomly assigned to either a control or experimental group. Results revealed 

that students who interacted with the chatbot performed better academically compared to 

those who interacted with the course teachers. Additionally, the experimental group 

expressed confidence in the chatbot’s combination into the course. 

W. Kim et al. (2023) introduced a chatbot called Ellie, which offers three distinct modes: 

Skill Chat, Task Chat, and General Talk. Skill Chat focuses on practicing language forms 

while in Task Chat mode, learners engage in various second language problems to 

enhance their learning outcomes. General Chat is recommended for informal discussions 

on individual topics. Around 137 Korean students from high schools were involved in a 

study that tested their responses to the use of Ellie in the span of seven weeks. The use of 

Ellie, either in individual or collaborative ways, was meant to evaluate the value of its 

incorporation in terms of multiple levels of language learning, task implementation and 

accomplishment, and the natural flux of language exchange. The implementation of Ellie 

in this experiment showed that it functioned as an appropriate tool for L2 learners who 

could easily use it to immerse in task-based activities as well as generate and develop 

conversations. 



21 

The effective learning of English by means of AI mediation and its impact on learners’ 

progress, second language development, and their movement toward a self-directed 

approach to learning have been explored in (Wei, 2023) study that used a mixed-method 

way of assessment. Wei remarked that there is a high investment in AI technologies that 

learners would purchase to enhance their academic achievement and progress. In Wei’s 

study, the number of participants was 60 university students who were divided into two 

groups. While the first group (experimental) employed AI-generated technologies in 

language learning, the members of the second group (control) were exposed to traditional 

ways of language learning. In this study, different types of assessment tools were used to 

understand the impact of contemporary AI-driven technology on students’ performance. 

While students’ competence and knowledge of vocabulary, writing, overall 

understanding of grammar, and reading comprehension were assessed by employing pre-

test and post-test, self-reflection questionnaires were employed to analyze and investigate 

their incentive for second-language learning as reinforced by self-directed learning. The 

analysis of data collected from questionnaires showed positive and high results in 

different domains, including students’ incentive to learn a second language and their 

deployment of strategies that reflect a high sense of self-regulation. Based on qualitative 

results collected from interviews made with 14 students from the first group 

(experimental), it was found that their dependence on AI tools in their learning increased 

their involvement in the learning process, motivated them to take initiative, and enhanced 

their self-regulated principles, leading eventually to the creation of a personalized 

experience of learning. The total conclusions of this study affirmed that learners’ 

motivation, academic progress, and autonomous learning are possible with the 

incorporation of AI technologies in language learning, a possibility that scholars and 

educators must take into full consideration. 

The impact of language produced by AI technologies on the active participation of EFL 

learners in the process of language learning is further explored by (Ebadi & Amini, 2024) 

who suggested that the development of learners’ performance, inspiration, and impulse 

for new knowledge can be made real through the systematic approach of AI tools. Their 

findings were fundamentally based on accumulated data on learners’ stimulation, active 

social status in their learning communities, and questionnaires assessing human-like 

social behavior, which is also accompanied by recordings of AI-learning tool instructors. 



22 

In their analysis of the effectiveness of AI platforms, mostly ChatGPT, on learners’ 

motives and instructors’ rationale in English language acquisition, (Ali et al., 

2023)contended that despite the considerably neutral impact ChatGPT left on all 

participants in the domains of speaking and listening, it greatly affected their performance 

in reading and writing by improving them significantly. Likewise, Schmidt-Fajlik (2023) 

compared the effectiveness of ChatGPT, Grammarly, and ProWriting in evaluating and 

developing EFL learners’ English grammar, concluding that ChatGPT was outstanding 

in improving and decorating grammatical mistakes. 

Hsu et al. (2023) inquire into the impact of AI-assisted image recognition technologies 

on EFL learners’ vocabulary knowledge, self-regulation, and anxiety. Using an 

experimental research design, the experimental group used AI-assisted image recognition 

technologies to associate images with identical vocabulary to enhance vocabulary 

knowledge. The result reveals that while the experimental group indicated here improved 

self-regulation, reduced anxiety, and vocabulary knowledge, they only significantly 

outperformed the control group in vocabulary understanding, with notable differences in 

anxiety and self-regulation. Similarly, W. Kim et al. (2023) examined the effect of 

teaching AI-supported language learning on EFL university students’ grammar skills. 

Here, the researchers applied AI to the teaching of grammar in one group whereas the 

other group (control) was taught traditionally. In this case, it was found that the control 

group fell behind the experimental group in the ability to learn new grammatical 

formulations and structures due to the free use of AI-generated language tools. 

Studies were also conducted on learners’ writing skills and their close association with 

AI technology. Among these studies is Yan (2023) research which proposed that EFL 

learners’ success in writing was intrinsically tied to their reliance on AI-aided language 

which facilitated their learning new skills in English writing. Speaking of timeliness in 

this context, Yan’s research also demonstrated the positive aspect of AI on the speed of 

performance, meaning that learners finished their writing tasks rapidly, logically, and 

systematically. By using a case study design for their research, Utami et al. (2023) also 

focused on the faculty of AI-generated language in assisting students’ knowledge and 

development of writing skills. With a particular focus on their ability to write academic 

research skillfully, Utami et al. (2023) paid special attention to three EFL students from 

Indonesia where interview questions and questionnaires were distributed. The use of AI-



23 

generated tools, as shown in the final results of the research, made the learning of writing 

skills more accessible and enjoyable. The analysis of data revealed that AI tools created 

multiple options or alterations at the sentence level for students to use. Moreover, such 

tools supplied students with generous feedback, and rich commentary, and presented 

further assistance with students’ engagement with writing. The impact of AI tools on 

language skills goes beyond writing per se, which W. Kim et al. (2023) reflect in their 

research project on the use of AI-generated language to improve EFL students’ reading 

skills and enhance their enjoyment of reading texts. The study was carried out in two 

groups; the first produced certain themes following their engrossment, and the second (or 

control) group was involved in reading practices in a traditional setting. The use of AI, as 

noted in the study findings, enhanced students’ desire for joyful reading. 

ChatGPT, which is an application powered by AI, has hugely impacted the learning of 

foreign languages (Karataş et al., 2024). By touching upon a critical gap in contemporary 

education, Karataş et al. (2024) explored the employment of ChatGPT in real-life contexts 

of education and what this might entail. In their research, Karatas et al. revealed that 

blending ChatGPT into different educational scenarios unfolded incessant gaps, which 

this thesis acknowledges and seeks to challenge at the same time, regarding the gains and 

losses or disadvantages of integrating ChatGPT in teaching language. The study was 

conducted at a university in Turkey where 13 students from preliminary classes of foreign 

language were made familiar with and allowed to use ChatGPT for almost one month. 

The main facilitator of this experience was the head researcher, a language teacher, who 

used his expertise to find out that students’ improving use of new vocabulary, grammar, 

and writing skills was all dependent on the integration of ChatGPT in the learning process. 

Such findings, which were mainly drawn from a theme-based analysis of interview 

results, also showed that ChatGPT’s adaptability and easy accessibility were vital markers 

that boosted students’ involvement and dedication. Realizing its huge potential and 

possible drawbacks, the study illustrated that ChatGPT transforms into a counseling 

agency that offers prompt and practical guidance to scholars, teachers, and researchers 

whose major interests lie in the study of teaching strategies, learning practices, and 

curriculum studies.   

Many research projects have investigated the possibility of integrating ChatGPT into the 

process of education; some of these include (Jeon, 2024a; Loncar et al., 2023; Tlili et al., 



24 

2023; Kohnke et al., 2023; Lim et al., 2023). Conducted in South Korea, (Jeon, 2024a) 

research particularly explored the vital role played by ChatGPT as a complementary tool 

of instruction in the classroom. For two weeks, ChatGPT was incorporated into the 

teaching design and strategies of 11 South Korean teachers. These teachers were 

interviewed after they were supplied with ChatGPT-generated logs. Based on the 

examination of the qualitative data gathered from these interviews, (Jeon, 2024b)  the 

research found that there were four important contributions that ChatGPT could make. 

While ChatGPT functioned as a source of evaluation and assistance in teaching practices, 

it also became a significant content resource that teachers also employed as a form of 

interlocution. The study reported that teachers fulfilled three objectives: building a moral 

vision of using AI and understanding it in the context of teaching, employing various 

resources whilst deciding on the best pedagogy to use, and motivating agile students to 

examine this further. Not only did the study propose a consistent collaboration between 

teachers and ChatGPT but it also invited readers to reconsider how the value of 

embodying full pedagogical expertise concerning the employment of AI technology in 

the classroom.        

Different from the study by Jeon (2024a), which engaged instructors directly as 

participants, (Kohnke et al., 2023; Loncar et al., 2023; & Lim et al., 2023) focused on 

reviewing the technology of ChatGPT and its possible educational implementation. 

Kohnke et al. (2023) specifically investigated ChatGPT’s proficiency within the context 

of language learning. Their inclusive technology review provided a primary 

comprehension of how ChatGPT could foster language teaching and learning by 

providing examples of learning activities that teachers might apply using the tool. They 

discovered that ChatGPT can assist language learning through the simulation of authentic 

communicative teaching. Moreover, it can “distinguish the meaning of a word context, 

generate texts in various categories (e.g., emails, stories, recipes), offer dictionary 

definitions, example sentences, and translations, correct and explain language mistakes, 

develop quizzes, comment texts” (Kohnke et al., 2023). Operating as an AI writing 

assistant, ChatGPT can provide word alternatives, immediate feedback on grammar, and 

overall text coherence. Initially, it may provide particular recommendations for 

development, acting as a supportive tool for improving language skills. As students 

become more confident, the quality of ChatGPT’s input can shift from being highly 



25 

directive to more suggestive, allowing students to take greater charge of their writing 

while still using the tool as a resource for inquiry. 

In their 2023 study, Ulla et al. (2023) examined the perspective of English as Forging 

Language (EFL) instructors at a Thai university on the use of ChatGPT as a tool for 

language teaching. The research included a web interview survey accomplished by 

seventeen EFL instructors, three of whom shared in follow-up individual interviews in 

person. By analyzing data qualitatively, the study concluded that the employment of 

ChatGPT was usefully and constructively received by teachers who recognized the 

potential of AI tools to produce in-class task-based language activities as well as course 

management in terms of design and planning. Despite the positive effects of ChatGPT 

applications in the classroom, teachers expressed deep concerns about possible 

disadvantages relating to its credibility, believability, and students’ dependability on its 

provided content. The study not only suggested powerful avenues for the eventual use of 

ChatGPT in learning spaces but also added to the body of ChatGPT knowledge by 

highlighting its potential misuse, failures, and ethical considerations. 

The investigation of the concerns about the implementation of self-directed skills and 

self-evaluation in the learning process has been paramount in recent research, culminating 

in Ali et al. (2023) discussion of the impact of these skills on learners’ ultimate 

achievements and accountability for their demands, objectives, ways of learning, and final 

results. The application of this philosophy, which is generally referred to as a student-

centered approach to learning, can be too demanding and challenging in traditional 

contexts where teachers stand as the iconic sources of knowledge distribution at the 

expense of recipient students. The researchers created and prototyped a generative 

artificial intelligence chatbot application called “Teacher GAIA” to address this issue. 

This tool is purposed to asynchronously aid students in their self-directed learning and 

self-assessment outside the classroom. The study distinguishes varied constructivist 

learning approaches that encourage student-led learning, such as knowledge construction, 

inquiry-based learning, self-assessment, and peer teaching. The researchers then applied 

the in-context learning potential of Open AI’s large language model (LLM) through 

prompt engineering to facilitate interactions that support these learning approaches. These 

interactions were designed to differentiate from the traditional, transmissionist learning 

mode of ChatGPT, which tends to reflect teacher-led teaching. The researcher proposed 



26 

that “TeacherGAIA” will be a valuable tool for teachers in promoting self-directed 

learning and self-assessment among K-12 students. 

Pan et al. (2024) presented an innovative AI-supported Self-Regulated Reading (SSR) 

approach, highlighting an AI chatbot system designed to promote students’ SRR by 

directing their article chosen and providing personalized support. The system 

incorporates a customized chatbot named “Reade”, powered by large language models 

(LLMs), which offers suitable reading strategies and challenges specifically for EFL 

students. While students replied positively to the chatbot’s power to address their reading 

challenges, they also flagged up particular limitations. The study proposed that future 

developments should focus on broadening personalization, such as customizing reading 

materials based on personal needs, combining performance-based evaluation, and 

allowing users to input specific challenges for more suitable support. Regardless of some 

limitations, “Reade” offered promise in fostering students’ use of self-regulated strategies 

and developing their reading achievement, encouraging the adoption of AI chatbots in 

English language learning and self-regulated learning (SRL). 

In examining the experience of EFL students in Japan concerning the use of ChatGPT-

3.5 in improving their writing skills, Allen & Mizumoto (2024) focused on learning 

practices through group work, with a particular focus on certain writing techniques such 

as proofreading and checking their assignments in different writing sessions. Considering 

the practical application of artificial intelligence in the Japanese classroom, the study 

assessed whether this experience can be used in a healthy learning environment that 

encourages this interaction. After comparing students’ experiences of writing in 

traditional classroom settings and their integration of artificial intelligence in learning the 

practices of proofreading, editing, and checking via the distribution of questionnaires, 

(Allen & Mizumoto, 2024) believed the AI tools were mostly favorable as they introduced 

students to important techniques they had to be aware of, such as cohesive and clear 

writing, and supplied them with necessary feedback to check on their progress. 

In exploring the power of generative AI in education, Hınız (2024) generally tested the 

level of advancement in teaching and learning a foreign language based on current 

technological development. Hiniz’s study included 13 students and 14 teachers who 



27 

integrated ChatGPT into their experiences of language learning and showed the extent to 

which ChatGPT can be used to enhance the teaching of the English language.  

After their positive reception of ChatGPT, both teachers and students of English as a 

foreign language took into account the effective application of AI technologies to the 

learning experiences of language as they considered these technological tools to be rich 

obtainable means of production that provided different resources on language learning 

materials, hence customizing these teachers’ and students’ experiences alike. What was 

particularly useful and appealing in this experience was the attention ChatGPT paid to 

every learner’s needs, which ranged from providing multi-structured exercises, and 

immediate feedback, to learning materials. Speaking of the individual needs of learners, 

it was acknowledged that Generative AI caters to the different styles, requirements, and 

particular demands of learners as it brought along materials that could benefit learners 

who faced learning problems such as dyslexia, language processing failures, hearing 

issues, or other types of learning disabilities. The pedagogical politics of inclusion in this 

case is necessary to incorporate all subjects within the learning process, meaning that 

learning becomes inclusive and fair as it speaks to all participants in the classroom. 

Learners’ inclusivity encourages participation and engagement among all participants 

who gain a deep sense of belonging and affiliation, which ultimately leads to the creation 

of a safe, healthy, and collaborative environment in which marginalization is substituted 

with inclusivity.  

Even though this builds a culture of learning personalization that is mostly different from 

traditional educational settings, relying too much on AI tools for the acquisition of 

language can pose serious challenges, which can be summarized as superficiality and 

insufficiency of the learning experience. Therefore, Hınız (2024) works as an invitation 

to strike a balance between the approaches that can be used in a parallel manner to teach 

and learn language; namely AI technology and human interaction mode of teaching that 

is rooted in educators’ experience. Instead of treating generative AI as a core source of 

teaching, the study suggested that it must not be viewed as a substitution for the vital 

presence of teachers in the classroom. Teachers function as important assets in the 

construction of knowledge without their assistance in the domains of digital competence 

as well as critical and creative methods of teaching, the empowerment of higher-order 

skills among students would be problematic, or at least inadequate. While AI 



28 

technological tools operate as additional instruments that can expand on the teachers’ role 

in education, teachers must be positioned as the primary planners of designs, facilitators 

of the communication of knowledge, and the essential reflective social and emotional 

sources of learning language. Their pedagogical work, in other words, cannot be replaced. 

Yang (2024b) pointed out that personalized learning is enhanced by the inclusion of AI 

tools in the learning process, which allows students to grasp fundamental knowledge as 

they gain support, feedback, and counseling in accordance with their demands, 

development, and capability. If using a standard or universal approach that speaks to 

students’ presumably common demands and needs poses concerns about the authenticity 

of the learning experience due to its traditionalism, then applying AI to students’ learning 

experiences can be productive in different ways. For instance, it encourages them to build 

an individualized vision by which they form pedagogical schemes that acknowledge their 

specific academic styles, modes of research and study, and learning behavior. This is all 

facilitated through the benefits of AI’s natural language processing and accessible 

machine learning, which grant students the opportunity to figure out the difficulties they 

experience during the process of learning, obtain a prompt response or commentary on 

their performance, and receive more advantages relating to customized content. Whilst 

this profits students in terms of responding to their progress and needs, AI more 

importantly creates interactive environments that can constantly be re-adapted to continue 

to provide students with the most up-to-date content material and extra resources. In this 

case, AI tools positively overshadow the entire learning process by making it more 

strategic, efficient, and liable for modification for better use. 

One of the studies that explored the transformative power of AI in teaching and learning 

the English language was carried out by (Tamil Selvam & Khairani Zakaria, 2024a). This 

study, which entailed a productive analysis of 25 research projects, brought with it a 

bundle of changes to the classroom environment, which can be summarized as follows: 

enhancement of students’ critical abilities, improvement of writing skills, being 

linguistically competent, fashioning a culture of autonomous learning, and learning via 

adaptive experience. Based on these findings, it was noted that the incorporation of AI 

technology in the classroom also implied a movement toward a proficient and masterful 

development of teachers’ opportunities for powerful and professional instruction. Despite 

the positive impact of these reviews, it should not be forgotten that AI challenges its users 



29 

at different levels, which are technologically, ethically, and equitably. These concerns 

mean that the use of AI must come along with a good knowledge of how to train educators 

and constantly refine curriculum plans, which is also necessary to avoid other issues 

relating to students’ disappointment and the too familiar overuse of AI technology, 

despite the students’ straightforward, apparent, and positive view of this technology. 

The multidimensional faculties of ChatGPT-4o, which are dynamic vocal production, 

multimedia upload capacities, and different vision and video functions, can make the 

process of learning and teaching the English language more interactive and engaging 

(Pang et al., 2024). These faculties reflect the transformative power of ChatGPT-4o in the 

field of education as it builds reciprocal methods of learning, adopts new ways of 

language communication, and fulfills a highly personalized commentary. If teachers 

know how to take advantage of these features of characteristics, they can definitely bring 

into being a solid learning community in which challenges of teaching English are 

silenced. Teachers, for example, can tailor their students’ unique personalized ways of 

learning by customizing their learning trajectories, regenerating new materials to be more 

entertaining, and offering immediate responses, amendments, and suggestions to 

students’ performance. The new accomplishments of ChatGPT-4o have a huge impact on 

the students’ inclination to learn the four skills of language (speaking, listening, reading, 

and writing) more effectively. Even though these skills can be administered in a typical 

ChatGPT-4o setting, this AI tool must not be treated as an absolute replacement for the 

actual presence and human representation of instructors in the classroom. Instead, 

ChatGPT complements the instructors’ presence, which is necessary to foster students’ 

cultural competence, intelligent emotional affiliation, and thoughtful criticism. According 

to (Tafazoli, 2024; Tiwari, 2024), using AI tools in education as entire potential 

replacements for human instructors is utterly erroneous, meaning that combining both 

methods in teaching and learning language remains more necessary and logical. 

In their study of the impact of AI technological uses on the current process of education, 

( جعواني   -employed the descriptive analytical approach to show that AI (2024 ,الكعبي &

powered applications made remarkable changes to teaching and learning practices and 

the process of education, generally speaking. The findings of their study revealed that 

artificial intelligence was supportive in the sense that it responded to every student’s 

special requirements, which helped to bring into play a learning experience that was 



30 

highly customized. Jaaouani and Alkaabi demonstrated that AI’s interpretative abilities 

in terms of analyzing and synthesizing a large amount of data contributed to the 

construction of a personalized experience of learning in which learners entertained a 

specific style of comprehension and worked within their various levels of understanding. 

This also implied that teachers could reflect on the taught materials and choose what best 

fits their students’ needs. This contribution on the part of AI technology fashioned a 

coherent and approachable learning environment where students could practice learning 

autonomously by selecting their sources of different materials, seeking assistance that is 

promptly at their disposal, and thus harnessing time in the best possible way. 

Additionally, both researchers also pointed out that allowing students to have free access 

to AI tools to use for learning could reap other benefits such as keeping a log of individual 

and separate notes for themselves as well as finding and accumulating their self-designed 

content. This becomes necessary to propagate a tendency to further interaction in online 

learning settings, decrease gaps commonly found in education, and eventually give birth 

to a culture that propels a diversified inclination in contemporary education. If we 

consider the effect of artificial intelligence on contemporary education, we find that it 

operates as a multilingual platform that handles students’ questions and responses to 

regular tasks, assignments, and inquiries in an efficient and timely fashion. 

The effects of generative artificial intelligence on students’ performance have been 

unprecedented and wide, extending to students from different cultures, backgrounds, and 

genders, which ( 2024 ،البراهيم ) reflected in their examination of these effects, particularly 

with the assessment of the use of ChatGPT among female educators in the College of 

Education at King Saud University. To achieve this objective, the researcher applied a 

descriptive method of surveying female educators’ perspectives on the use of ChatGPT 

by designing a questionnaire to be equally distributed for the sake of gathering and 

analyzing data. The questionnaire consisted of 22 items and was distributed 

electronically, eventually reaching up to 48 responses. Based on the findings of his study, 

the researcher concluded that ChatGPT can help the teacher change her/his learning 

strategies and particularly develop her/his style of assessment by making it more creative. 

In addition, ChatGPT can especially provide an effective and specific educational 

contribution, reinforce the learning experience, and increase students’ engagement in 

online workshops. The fact that ChatGPT is capable of corresponding directly to the 



31 

personal preferences and styles of learners in a mutual, interactive, or collaborative 

manner shows that it is used to adopt a study design that can be defined as utterly 

autonomous, reflective, and experiential. This can decrease the administrative demands 

or responsibilities of the teaching staff and help them to produce innovative course plans. 

Using ChatGPT, moreover, can add to the process of education in different ways, which 

are highlighted in (Shabbir et al., 2024). Some of these contributions include teaching and 

assistance, where ChatGPT offers direct help to students, facilitates their preparation of 

school homework, and answers any questions they may have. Additionally, ChatGPT can 

increase students’ participation in virtual classes by providing exercises and interactive 

questions that align with the workshop materials. Not only does ChatGPT function as a 

teacher or guide as it offers notes and assistance throughout the entire learning process, 

but it can also help self-directed learners create their own goals and strategies and use 

them as a tool for reflection and self-assessment. 

In his investigation of English language acquisition, Geng (2024) contended that the use 

of AI can be highly effective as it produces interactive modes of online learning. The fact 

that English is a rich semantic field where one meaning has various ways of expression 

implies that authentic methods are needed to account for sentence similarity. If we bring 

word vectors together with semantic similarity, there is a high possibility that natural 

language processing will become more accurate and efficient. Students’ levels of 

vocabulary acquisition, their understanding of word nuances, and their subsequent 

proficient communication improve by bringing multiple and different sentences into full 

comparison. Using technology-enhanced approaches has recently highlighted the value 

of E-learning in contemporary educational environments. These approaches provide 

learners with more flexible and customized experiences in the learning process utilizing 

technological enhancement, particularly AI-assisted interactions and virtual experiences. 

While traditional approaches to education often encompass passivity of knowledge 

formation as well as learners’ reluctant participation and full in-class engagement, 

interactive E-learning offers the potential for independent search for information and 

group-mediated exploration of texts. Learners become more fully attentive and 

enthusiastic when they are involved in interactive practices through which they build their 

knowledge and continue to improve it. In addition, the materials of courses and teaching 



32 

strategies can be re-adapted to suit each student’s personal needs and differences to 

develop the final desired results through the employment of interactive E-learning.      

AlTwijri & Alghizzi (2024) conducted a systematic review to examine the implementa-

tion of Artificial Intelligence in higher education, especially in boosting English as a 

Foreign Language (EFL) students’ influential factor. The review generally suggested that 

AI has a promising future in EFL teaching. It has positively affected students’ English 

language skills, engagement, attitudes, and motivation. Furthermore, there is a 

requirement for more comprehensive guidance on the suitable pedagogical approaches 

for applying AI technologies in EFL classrooms. Additionally, further studies are 

demanded to highlight the educational and ethical implications of AI incorporation. Given 

the positive