Students’ Acceptance and Enjoyment of ChatGPT in English Language Learning

Made Marinety Kartini; Made Hery Santosa; Luh Indrayani

doi:10.36663/joes.v5i2.1100

Authors

Made Marinety Kartini Universitas Pendidikan Ganesha
Made Hery Santosa Universitas Pendidikan Ganesha
Luh Indrayani Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.36663/joes.v5i2.1100

Keywords:

Acceptance, Enjoyment, ChatGPT, English Learning

Abstract

The rapid growth of AI-based tools in education, particularly the increasing use of ChatGPT, has created an urgent need to understand how students perceive and engage with this technology to ensure its effective integration into English language learning. This research explores university students’ acceptance and enjoyment of using ChatGPT in English language learning among English Education students at Ganesha University of Education. The study employed a sequential explanatory mixed-methods approach. Quantitative data were collected through a survey consisting of 281 students, while qualitative data were collected from semi-structured interviews with 9 students selected through purposive sampling to capture more in-depth perspectives from active ChatGPT users. In the quantitative phase, students’ acceptance levels were examined using the modified Technology Acceptance Model (TAM) which included Perceived Usefulness, Perceived Ease of Use, Behavioral Intention, and Perceived Enjoyment. The results showed that students’ acceptance was categorized as high level, with an average score of 75.1, indicating that students generally accept ChatGPT as part of their English language learning. Qualitative results further revealed the psychological factors, particularly enjoyment, that significantly influenced students’ acceptance of ChatGPT. The students’ enjoyment was shaped by individual factors, learning environments, and the influence of lecturers. Overall, the findings highlight that students’ acceptance and enjoyment of ChatGPT are intertwined. Students’ willingness to integrate ChatGPT is also reinforced by positive and enjoyable learning experiences. These results suggest educators and institutions should design AI-assisted learning environments that are engaging, interactive and emotionally supportive. Creating such environments can enhance students’ technology adoption.

Downloads

Download data is not yet available.

References

Abdalla, R. A. M. (2024). Examining awareness, social influence, and perceived enjoyment in the TAM framework as determinants of ChatGPT. Personalization as a moderator. Journal of Open Innovation: Technology, Market, and Complexity, 10(3). https://doi.org/10.1016/j.joitmc.2024.100327

Al-Marzouqi, A., Salloum, S. A., Al-Saidat, M., Aburayya, A., & Gupta, B. (2024). Artificial Intelligence in education: The Power and dangers of ChatGPT in the classroom. Springer. https://doi.org/10.1007/978-3-031-52280-2

An, F., Xi, L., Yu, J., & Zhang, M. (2022). Relationship between technology acceptance and self-directed learning: Mediation role of positive emotions and technological self-efficacy. Sustainability (Switzerland), 14(16). https://doi.org/10.3390/su141610390

Ashfaraliana, N., Hadi, A., Mohamad, F., Md Johar, E., & Kadir, Z. (2024). Exploring the acceptance of ChatGPT as an assisting tool in academic writing among ESL undergraduate students. Journal of Research and Innovation in Social Science (IJRISS), 8(10), 2886-2901. https://dx.doi.org/10.47772/IJRISS.2024.8100242

Azwar, T. A., & Jayanti, F. G. (2025). Examining Indonesian EFL students’ acceptance of ChatGPT as a supplementary English grammar learning resource. Wiralodra English Journal, 9(1), 123–137. https://doi.org/10.31943/wej.v9i1.402

Barham, K. A., & Clarke, R. (2022). “When we see strange words”: Student-centered experiences using dictionary apps within and beyond the English language classroom in Palestine. SAGE Open, 12(4), 1–11. https://doi.org/10.1177/21582440221141697

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cano, J. R., & Nunez, N. A. (2024). Unlocking innovation: How enjoyment drives GenAI use in higher education. Frontiers in Education, 9, https://doi.org/10.3389/feduc.2024.1483853

Dai, Y. (2024). The potential impact of ChatGPT technology on school education innovation: Principal’s forward thinking. In Transactions on Social Science, Education and Humanities Research (Vol. 4). https://doi.org/10.62051/mpy69479

Darma, R. N., Syahid, A., Fatma, Lestari, A.P., Basahil, A., & Ningrum, R. L. (2023). The student’s perception of using ChatGPT for EFL students. Jurnal Ilmu Pendidikan Nasional (JIPNAS), 1(3), 143–146. https://doi.org/10.59435/jipnas.v1i3.193

Dewaele, J.-M., & Macintyre, P. D. (2016). 9 foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. Positive psychology in SLA (pp. 215–236). Multilingual Matters https://doi.org/10.21832/9781783095360-010

Dewaele, J. M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45–65. https://doi.org/10.14746/ssllt.2020.10.1.3

Enzelina, Y. N., Santosa, M. H., & Paramartha, A. A. G. Y. (2023). Exploring English language education major university lecturers’ and students’ perceptions of AI-based applications in post-pandemic learning. SALEE: Study of Applied Linguistics and English Education, 4(2), 487–502. https://doi.org/10.35961/salee.v4i2.843

Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22

George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference (14th ed.). Routledge. https://doi.org/10.4324/9781315545899

Górriz, J. M., Ramírez, J., Ortíz, A., Martínez-Murcia, F. J., Segovia, F., Suckling, J., Leming, M., Zhang, Y. D., Álvarez-Sánchez, J. R., Bologna, G., Bonomini, P., Casado, F. E., Charte, D., Charte, F., Contreras, R., Cuesta-Infante, A., Duro, R. J., Fernández-Caballero, A., Fernández-Jover, E., … Ferrández, J. M. (2020). Artificial intelligence within the interplay between natural and artificial computation: Advances in data science, trends and applications. Neurocomputing, 410, 237–270. https://doi.org/10.1016/j.neucom.2020.05.078

Guo, Y., & Lee, D. (2023). Leveraging ChatGPT for enhancing critical thinking skills. Journal of Chemical Education, 100(12), 4876–4883. https://doi.org/10.1021/acs.jchemed.3c00505

Ho, A., & Nguyen, H. (2024). Generative artificial intelligence and ChatGPT in language learning: EFL students’ perceptions of technology acceptance. Journal of University Teaching and Learning Practice, 21(6). https://doi.org/10.53761/fr1rkj58

Indrayani, L., Putu Astiti Pratiwi, N., & Ketut Resika Arthana, I. (2025). ELSA Speak as a Speaking Partner: A Mixed-Methods Study in an Indonesian Higher Education Context. Journal of Education and Teaching (JET), 6(2), 518–533. https://doi.org/10.51454/jet.v6i2.649

Irianto, T. U., Sari, A., & Laili, I. (2024). Exploring learners’ perceptions with ChatGPT as an English language learning tool. Scope: Journal of English Language Teaching, 8(2), 616. https://doi.org/10.30998/scope.v8i2.22283

Iswari, M. N., Santosa, M. H., & Indrayani, L. (2024). Transforming EFL instruction: A systematic review of chatbot integration in English language learning. Jurnal Pendidikan Bahasa Inggris Undiksha, 12(3), 302–309. https://doi.org/10.23887/jpbi.v12i3.92081

Kim, Y., & Baylor, A. L. (2006). A social-cognitive framework for pedagogical agents as learning companions. Educational Technology Research and Development, 54(6), 569–596. https://doi.org/10.1007/s11423-006-0637-3

Kirana, N. P. Y., & Santosa, M. H. (2024). The use of ChatGPT in academic writing skills for EFL learners: A systematic literature review. EDUCAFL: Journal of Education of English as Foreign Language, 7(2), 157–179. https://doi.org/10.21776/ub.educafl.2024.007.02.04

Koraishi, O. (2023). Teaching English in the age of AI: Embracing ChatGPT to optimize EFL materials and assessment. 55–72. LET: Linguistics, Literature, and English Teaching Journal, 3, 55-72. https://langedutech.com/letjournal/index.php/let/article/view/48

Koyan, I. W. (2012). Implementasi teknik analisis data kuantitatif. Universitas Pendidikan Ganesha Press.

Lin, X., Luterbach, K., Gregory, K. H., & Sconyers, S. E. (2024). A case study investigating the utilization of ChatGPT in online discussions. Online Learning Journal, 28(2). https://doi.org/10.24059/olj.v28i2.4407

Liu, Z. (2024). The study of users’ satisfaction and acceptance on artificial intelligence (AI). In Journal of Education, Humanities and Social Sciences, 27, 117-122 (Special Issue: 6th International Conference on Informatization in Education, Management and Business IEMB 2023). https://doi.org/10.54097/f4hgqw30

Mohamad, M. A., Radzi, S. M., & Hanafiah, M. H. (2021). Understanding tourist mobile hotel booking behaviour: Incorporating perceived enjoyment and perceived price value in the modified technology acceptance model. Tourism and Management Studies, 17(1), 19–30. https://doi.org/10.18089/TMS.2021.170102

Mutammimah, H., Rejeki, S., Kustini, S., & Amelia, R. (2024). Understanding teachers’ perspective toward ChatGPT acceptance in English language teaching. International Journal of Technology in Education, 7(2), 290–307. https://doi.org/10.46328/ijte.656

Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2), Article 07. https://doi.org/10.53761/1.20.02.07

Purnamawati, L. D., Santosa, M. H., & Dewi, K. S. (2025). The effect of using DeepL on the writing skills of 11th grade students in Hospitality Major at SMK Negeri 1 Singaraja. Jurnal JEOPALLT, 13(01), 126–145. https://doi.org/10.35194/jj.v13i1.5047

Agustini, N.P.O. (2023). Examining the role of ChatGPT as a learning tool in promoting students’ English language learning autonomy relevant to Kurikulum Merdeka Belajar. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 921–934. https://doi.org/10.62775/edukasia.v4i2.373

Rasmiani, D. M. S., Santosa, M. H., & Mahendrayana, G. (2023). English teachers’ roles on mobile-assisted language learning-based strategies during emergency remote teaching in 11th grade of SMK Negeri 1 Denpasar. Journal of English Teaching, 9(2), 239–251. https://doi.org/10.33541/jet.v9i2.4714

Rathika, P., Yamunadevi, S., Ponni, P., Parthipan, V., & Anju, P. (2024). Developing an AI-powered interactive virtual tutor for E-enhanced learning experiences. International Journal of Computational and Experimental Science and Engineering, 10(4), 1594–1600. https://doi.org/10.22399/ijcesen.782

Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. In Internet of Things and Cyber-Physical Systems (Vol. 3, pp. 121–154). KeAi Communications Co. https://doi.org/10.1016/j.iotcps.2023.04.003

Rensburg, H., & Reedy, N. (2024). ChatGPT in higher education: A comprehensive study of the literature. Friend or foe? In European Conference on E-Learning 23(1). 381–386). https://doi.org/10.34190/ecel.23.1.3126

Rutner, S. M., & Scott, R. A. (2022). Use of artificial intelligence to grade student discussion boards: An exploratory study. In Information Systems Education Journal (ISEDJ), 20(4). https://isedj.org/2022-20/n4/ISEDJv20n4p4.html

Santosa, M. H., Surya Putra, I. B. Y. B., & Pratiwi, N. P. A. (2024). EFL Students’ online learning readiness: performing out the basic functions of technology. Pedagogy: Journal of English Language Teaching, 12(1), 59-80 https://doi.org/10.32332/joelt.v12i1.3590

Sethi, S. S., & Jain, K. (2024). AI technologies for social emotional learning: recent research and future directions. Journal of Research in Innovative Teaching and Learning, 17(2), 213–225. https://doi.org/10.1108/JRIT-03-2024-0073

Strzelecki, A. (2024). Students’ acceptance of ChatGPT in higher education: An extended unified theory of acceptance and use of technology. Innovative Higher Education, 49(2), 223–245. https://doi.org/10.1007/s10755-023-09686-1

Suardika, I. P. G., Ratminings, N. M., Santosa, M. H., & Suarcaya, P. (2024). Exploring the application of Generative Artificial Intelligence (Gen-AI) at EFL primary classroom. International Seminar on Language, Education, and Culture (ISoLEC), 2023, 91–97. http://conference.um.ac.id/index.php/isolec/article/viewFile/9823/3664

Van der Walt, F., Nkoyi, A., & Thithi, M. (2024). The influence of selected factors on perceived enjoyment of the online learning experience: Lessons for post-COVID-19 classrooms. Frontiers in Education, 9 :1274126. https://doi.org/10.3389/feduc.2024.1274126

Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Wu, C., Gong, X., Luo, L., Zhao, Q., Hu, S., Mou, Y., & Jing, B. (2021). Applying control-value theory and unified theory of acceptance and use of technology to explore pre-service teachers’ academic emotions and learning satisfaction. Frontiers in Psychology, 12, 738959. https://doi.org/10.3389/fpsyg.2021.738959

Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: experience and perceptions. Languages, 8(3). https://doi.org/10.3390/languages8030212

Yang, H. (2024). Towards Responsible Use: Student Perspectives on ChatGPT in Higher Education. Proceedings of the European Conference on E-Learning, ECEL, 23(1), 415–422. https://doi.org/10.34190/ecel.23.1.2790

Yoni, A. (2024). Students’ perception of using ChatGPT at English education department of STAI Hubbulwathan Duri. Jolly Journal of English Education, 2(2), 122–131. https://doi.org/10.63435/jjee.v2i2.105

Zogheib, S., & Zogheib, B. (2024). Understanding university students’ adoption of ChatGPT: Insights from TAM, SDT, and beyond. Journal of Information Technology Education: Research, 23, Article 25. https://doi.org/10.28945/5377