Sep 2026· International Journal of Computer-Assisted Language Learning and Teaching· 0 citations· 20 references
TL;DR
Saudi university English as a foreign language students' perceptions of ChatGPT as a digital learning companion are explored, drawing on a technology-acceptance perspective to examine its usefulness, reliability, and challenges.
Abstract
Generative artificial intelligence tools such as ChatGPT have created new opportunities for language learning. In this study, the author explores Saudi university English as a foreign language students' perceptions of ChatGPT as a digital learning companion, drawing on a technology-acceptance perspective to examine its usefulness, reliability, and challenges. Data were collected through a self-reported cross-sectional online questionnaire of 17 Likert-scale items adapted from validated measures across three domains. A total of 618 students from varied disciplines participated. Associations were assessed using multivariable linear regression. Findings revealed 63% to 75% agreement on usefulness items, showing strong internal consistency (α = .93). Students were more cautious regarding reliability and challenges. Perceived challenges showed no meaningful association with usefulness (r = .003, p = .940), indicating students valued ChatGPT regardless of difficulties. Overall, students held largely positive perceptions of ChatGPT's usefulness as a supplementary tool while remaining aware of its reliability limitations.
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