The Use Of Chatgpt Among Second Year English Students As A Supplementary Tool To Revise And Enhance Their Understanding Of Lectures Delivered By Teachers At Mentouri’s University

The present article explores the uses of ChatGPT as an effective tool to revise and enhance second year English students’ understanding of lectures delivered by teachers. A quasi-experimental approach is used in this article, and the intent is to assess students’ comprehension of lectures before and after the introduction of ChatGPT. In doing so, the authors conducted an experiment by dividing 60 students into two main groups. An experimental group is instructed to use ChatGPT in revising and outlining the lectures delivered by teachers and a control group relying mainly on traditional resources. Also, pre and post-test are conducted in the module to evaluate ChatGPT’s role in enhancing the overall understanding and performance of students. The experiment focused on Language and Culture module (CL). At first, the teacher explained the origins of the Industrial Revolution in class, and then both groups were asked to present it orally in the next session. During the oral presentations, the teachers posed targeted questions to both groups to evaluate their depth of understanding and ability to recall and articulate critical details from the lecture. This process not only assessed their comprehension but also highlighted differences in how each group processed and applied the material, providing valuable insights into the effectiveness of their respective revision strategies. The results revealed a statistically significant improvement in comprehension scores for the experimental group compared to the control group. The findings suggest that while students can improve their understanding of lectures using traditional resources, ChatGPT can serve as a digital assistant professor, facilitating students' comprehension of various lectures delivered by teachers.