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ChatGPT and the EFL Classroom: Supplement or Substitute in Saudi Arabia’s Eastern Region |
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PP: 2727-2734 |
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doi:10.18576/isl/120704
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Author(s) |
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Mahdi A. Ahmed,
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Abstract |
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| This paper compares EFL learners satisfaction with teacher-mediated versus ChatGPT-assisted writing opportunities. Results show that, except for ease of use, learners reported greater satisfaction with the teachers role in all other factors, with the construct of interactive opportunities in the teacher mediated period rated the highest contributor to learning satisfaction, while the component of learning content being reported to be ‘almost satisfied in teacher mediated mode. The study was based on 64 EFL learners’ perceptions of learning satisfaction in teacher- mediated versus bot-created writing opportunities using factor analysis of data generated from responses to five open- ended questions at a language learning institution in the Eastern Region in Saudi Arabia. The data collection period was four weeks, and learners’ responses were sought in an eight-item written interview which loaded onto four learning satisfaction components: Learning content, learning progress, ease of use, interactive opportunities. We suggest that ChatGPT can supplement the learning process but cannot replace the teachers role without proper training for cautious use as ChatGPT does not help in students progress due to the lack of learning satisfaction attained in the use of this tool.
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