Scaffold or Shortcut? How Non-English-Major Students Use ChatGPT for Grammar Learning

Abstract

The rise of ChatGPT as a popular tool among EFL learners has become a subject in recent studies. Preliminary classroom observations reveal that many students use ChatGPT to scan texts to retrieve immediate answers to grammar-related tasks rather than engaging in analytical and reflective practice. Moreover, while scholarship mainly explores the impacts of ChatGPT on writing and vocabulary learning of English majors, there are limited studies on how ChatGPT is actually used by non-English-major students in grammar learning. To fill this gap, this study investigates how students perceive and actually use ChatGPT as a scaffolding for understanding or a shortcut for task completion. Drawing upon the Technology Acceptance Model (TAM) and social constructivism (Vygotsky, 1978), a questionnaire was delivered to 239 non-major university students. Cronbach’s alpha, descriptive statistics, and regression analyses were used to analyze data. Findings indicate that students hold a positive perception of ChatGPT's ease of use and usefulness. Perceived usefulness predicts not only students’ intention to use ChatGPT and their tendency to engage with explanations and learning support, but also students’ reliance on ChatGPT for obtaining quick answers and completing tasks. These findings reveal that ChatGPT has dual impacts on students’ constructive and convenience-driven learning. Pedagogical guidance is needed to foster critical and reflective engagement with ChatGPT.