University Students’ Perceptions of ChatGPT Use and Their English Language Learning Experiences

The purpose of this study was to explore the perceptions of university students who used ChatGPT for English learning and to analyze how these factors affected their learning motivation and achievement experiences. To achieve this research purpose, a mixed-methods approach was employed with data collected from 63 undergraduates in Gyeonggi-do, South Korea. Quantitative data were processed using SPSS 27 employing descriptive statistics, t-tests, multivariate analysis, Mann-Whitney U test, and regression; qualitative data were analyzed using content analysis based on students’ responses to open-ended questions. The findings revealed that higher-grade students used ChatGPT more actively, and perceptions of ChatGPT significantly affected self-directed language learning depending on academic division. ChatGPT users perceived significant improvements in their creative thinking, writing ability, and learning confidence. Qualitative results also highlighted enhanced efficiency in goal setting and task completion although some noted the risks of over-reliance. This study suggests the need for structured educational strategies to promote balanced and effective use of ChatGPT in English learning.