Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-02-01 DOI:10.1111/jcal.12948

Safaa M. Abdelhalim

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引用次数: 0

Abstract

Introducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology.The present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context.The study utilized a mixed‐method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self‐report questionnaire, self‐study log, and semi‐structured interviews.Quantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT (U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought‐stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self‐regulation strategies, and trust in AI.

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使用 ChatGPT 提高研究能力：不同元认知意识水平的英语作为外语的本科生的看法和实践

在教育领域引入新技术会引发争论，颠覆传统做法，并要求教师进行调整。ChatGPT 就是一个例子。研究探讨了其在教育中的益处和问题，并对课堂使用提出了建议。然而，支持 ChatGPT 作为支持英语作为外语（EFL）学生研究能力的工具的证据有限。此外，虽然文献主要关注学者和教师的观点，但为了最大限度地发挥这项技术的潜力，将学生的观点纳入其中是至关重要的。本研究调查了 EFL 本科生对 ChatGPT 作为促进其研究能力的工具的看法和实践。此外，本研究还考察了元认知意识（MA）水平在此背景下的潜在影响。本研究采用了混合方法研究设计，在一个学期内收集了 27 名 EFL 本科生（12 名 MA 水平低，15 名 MA 水平高）的定量和定性数据。数据来源包括自我报告问卷、自学日志和半结构式访谈。定量分析显示，在对 ChatGPT 的看法上，低文学硕士组和高文学硕士组之间存在显著差异（U = 37.500，Z = 2.570）。回归分析表明，MA 分数与学生对 ChatGPT 的认知和实践之间存在正相关。定性分析显示，高 MA 组和低 MA 组对 ChatGPT 的认知和实践各不相同，表现出的行为包括复制、将 ChatGPT 用作思想激励和支持工具、获取补充信息以及寻求指导。有效使用 ChatGPT 的关键因素包括及时表述、系统思考、自我调节策略以及对人工智能的信任。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope