The Performance Satisfaction and Usability of ChatGPT in English Language Learning Among Matriculation College Students in Malaysia

Abstract

Although the application of artificial intelligence (AI) AI techniques are being utilized in English language learning, there is a lack of research measuring ChatGPT’s usability from the learners’ perspective. This study examined the level of ChatGPT’s performance satisfaction and usability for English language learning as experienced by matriculation college students upon a completion of a series of tasks pertaining to English language learning with ChatGPT. The study employed case study research design and involved 30 matriculation college students. Data was collected using questionnaires and analyzed using descriptive statistics such as mean, standard deviation, skewness, and kurtosis. The f indings showed that there is a high level of satisfaction of ChatGPT performance in all English language learning tasks of conversation, writing, grammar and vocabulary, grammar, and vocabulary with highest satisfaction in conversation and lowest satisfaction in writing tasks. Similarly, the findings indicated that there is a high level of ChatGPT usability in five dimensions of system usability, usefulness, ease of use, ease of learning, and satisfaction, with highest score in the ease of learning and lowest score in ease of use of ChatGPT in English language learning. The findings further suggested that male students and younger students score higher on the usability of ChatGPT compared to female students and older students. The study implicated there is a need for higher education institutions to train their academic staff on the use of ChatGPT in English language learning due to a high ChatGPT performance satisfaction and usability of ChatGPT in English language learning. Additionally English educators in higher education might also considered appropriate strategies to minimize the gender age difference in using ChatGPT in English language learning.