CHAT GPT - MEDIATED ENGLISH GRAMMAR LEARNING: EVIDENCE FROM STUDENTS’ PERCEPTIONS

Abstract

The use of artificial intelligence (AI) in language learning has created new opportunities to support grammar learning both inside and outside the classroom. This study aims to investigate EFL students’ perceptions of using ChatGPT as an AI tool for grammar learning. A quantitative descriptive research design was employed. The population consisted of undergraduate students from the English Education Study Program at UIN Syarif Hidayatullah Jakarta, with a sample of 100 students selected through purposive sampling. Data were collected using a questionnaire comprising 23 items measured on a five-point Likert scale, covering perceived usefulness, feedback, accessibility, learning motivation, affective responses, and perceived limitations of ChatGPT in grammar learning. The data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The findings indicate that students generally have positive perceptions of using ChatGPT for grammar learning. The highest mean score was found in immediate feedback, indicating strong agreement that ChatGPT provides fast and helpful grammar correction. Students also agreed that ChatGPT supports independent learning, increases motivation, enhances enjoyment, and offers flexible access to grammar practice. At the same time, students acknowledged certain limitations, such as occasional inaccurate responses and unnatural sentence production, although these concerns did not reduce their overall acceptance of the tool. Overall, ChatGPT is perceived as a supportive and motivating learning aid rather than a replacement for teachers in grammar instruction.