The Usability of ChatGPT: A Language Learning Tool for Improving Grammar and Vocabulary in L2 Writing

The study investigates the usability of ChatGPT as a language learning tool and the extent to which it can improve grammar and vocabulary in L2 writing among grade 9 students. The researcher adapted the questionnaire of Lund (2001) to determine the usability evaluation of ChatGPT in terms of usefulness, ease of use, ease of learning, and satisfaction. Pre- and post- written outputs were also collected to identify the effectiveness of the tool in improving grammar and vocabulary. Moreover, quasi-experimental design was used in the study wherein respondents were divided into control and experimental groups. The latter used ChatGPT for four weeks whereas, the former continued with the traditional language learning tools. Statistical mean, standard deviation, paired T-test, independent T-test, and ANOVA were also used in analyzing and interpreting the data gathered. The results reveal a high usability evaluation rate of ChatGPT. A significant difference is also observed in the experimental group’s grammatical accuracy and average words per sentence but not on total words and unique words. Furthermore, results reveal that male students and frequent users of ChatGPT have more vocabulary diversity. Overall, the experimental group outperformed those in the control group in all parameters. Thus, the results suggest that ChatGPT is effective in improving grammar but has limited impact in vocabulary development. This entails additional vocabulary instructional strategies to maximize the effectiveness of the tool.