A qualitative thematic analysis was conducted with 25 students from a Malaysian institution to gain a deeper understanding of their motivation for using ChatGPT in English language learning. The study employed Self-Determination Theory (SDT) and the results demonstrated that ChatGPT has the potential to contribute positively to aspects related to English language competence, social connections, and independent learning processes. Therefore, ChatGPT emerges as a helpful resource for enhancing grammar, writing, and conversational tasks, allowing educators to prioritize higher order thinking abilities and intricate areas of language training. The results suggest that ChatGPT supports learners' autonomy, relatedness, and competence, which are key components of Self-Determination Theory (SDT). Nevertheless, the study also highlighted certain obstacles, such as ChatGPT's tendency to produce erroneous or nonsensical information and its restricted capacity to ensure the accuracy of content in language learning situations. These findings emphasize the need for focused efforts to tackle these difficulties. Educators must acknowledge the limitations of the tool and complement ChatGPT interactions with human interactions to provide a comprehensive and efficient language learning experience.
Nagaletchimee Annamalai, Mohamed Nasor, Arathai Din Eak et al.· Frontiers in Psychology· 0 citations
Generative artificial intelligence (GenAI) has rapidly become a transformative area of inquiry due to its potential to reshape higher education. However, existing bibliometric and review-based studies have often focused on specific tools or single databases, providing limited insight into the field’s broader intellectual structure. This study presents a bibliometric analysis of 3,888 publications retrieved from Web of Science and Scopus. The findings reveal an exceptional annual growth rate of 273.81%, with life-cycle modeling indicating that the field entered a late-growth phase in 2025 and is projected to reach early maturity by 2026. Publication output was concentrated in educational technology journals, while open-access venues demonstrated substantial publication activity and citation visibility. Geographically, research production was led by the United States and China, whereas many countries in Africa, the Caribbean, and Central Asia remained minimally represented or absent. International collaboration was limited and characterized by regional clustering across Anglophone, Iberian–Latin American, European, and Asian communities. Keyword co-occurrence analysis identified ChatGPT as the dominant organizing concept, with major thematic concentrations in academic integrity and assessment, governance and pedagogical challenges, AI literacy and ethics, critical thinking and feedback, technology adoption, and personalized learning. However, the strong focus on ChatGPT may limit the generalizability of findings across the broader GenAI ecosystem. Thematic mapping further showed that technology application and governance themes are comparatively well developed, whereas learner-centered concerns, including student experience, psychosocial factors, critical thinking, and instructor perspectives, remain less integrated.
Jeya Amantha Kumar, Zeenar Salim, Nagaletchimee Annamalai et al.· Quality & Quantity· 0 citations
