Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning

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Abstract

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency. However, they also noted concerns about overreliance, data privacy and equitable access to premium features. The study examines the ethical and pedagogical implications of integrating GenAI tools into higher education, highlighting their potential and the necessity of institutional guidance. It contributes to the ongoing discourse on the role of GenAI in academic writing instruction. Copyright © 2024 The Author(s).

Original languageEnglish
Article number100279
JournalComputers and Education: Artificial Intelligence
Volume7
Early online dateAug 2024
DOIs
Publication statusPublished - 2024

Citation

Kohnke, L. (2024). Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learning. Computers and Education: Artificial Intelligence, 7, Article 100279. https://doi.org/10.1016/j.caeai.2024.100279

Keywords

  • Academic writing
  • ChatGPT
  • EAP
  • English language learners
  • GenAI

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