Chat GPT for English Learning

Minako Inoue

Since its launch in November 2022, ChatGPT has seen a rapid increase in its users. As of February 2025, the number of active users had reached approximately 400 million worldwide, and this figure continues to rise. With such widespread adoption, ChatGPT has transformed education in many ways.

Initial responses in the field of education showed concerns about the use of ChatGPT, particularly in terms of academic dishonesty, including plagiarism and copyright issues. Some pointed out the possibility of negative impacts on users’ creativity, critical thinking skills, analytical skills, constructing or summarizing skills, and judging abilities. Moreover, because answers are readily available, heavy users may depend on available responses and refrain from seeking other sources. A recent study by the Massachusetts Institute of Technology (MIT, 2025) suggested a possible negative impact of ChatGPT on brain activity. The study monitored brain activity and found that those who used ChatGPT had the lowest levels of brain engagement and produced SAT essays that were highly similar and lacked originality. Moreover, when the participants were asked to rewrite their essays without using ChatGPT, they remembered little of their own previously written content.

Although it is too early to determine the influence of ChatGPT, with the increasing number of users and continuing upgrades, coexistence with ChatGPT assumes key importance. Educators must therefore determine the kind of support learners require, necessitating urgent analysis across various contexts.

Recent research has reported that students use ChatGPT for various purposes, including writing papers and reports, translation, consultation, conversation, programming, spreadsheet making, and referencing for job applications or internships. Students have also identified the benefits of using ChatGPT, noting that it improves access to information, enhances productivity and product quality. These students argue that they critically evaluate ChatGPT-generated content and incorporate it into their own ideas.

However, these findings require further investigation. Many available previous studies involve students with average academic levels or English proficiency levels in EFL or ESL settings. Limited research has focused on students with low English proficiency or low motivation for learning. In Japan, owing to declining birth rates, many universities are currently facing financial problems caused by a shortage of applicants. Consequently, universities have to accept students with low academic levels to survive. Therefore, performing needs analyses for such a population is important.

The following is a short report that provides the groundwork on such population. To obtain a clearer picture, a questionnaire was administered to 113 first- and second-year university students via Microsoft Forms on Microsoft Teams. The participants’ English proficiency levels ranged from CEFR A1 to A2. All participants were enrolled at a university where English is a required course for both first- and second-year students.

Selected student responses to the survey are detailed in Figure 1.

In response to the question, “What are your reasons for taking English classes?” (multiple answers allowed), the most frequently selected reason was that English is a required course (n=84). This was followed by the desire to improve English language skills (n=37, which accounted for approximately one-third of the participants) (Figure 1).

Figure 1

Figure 2

Figure 3

Figure 2 illustrates the amount of time students spend studying for English classes at home each week. Most respondents reported studying English for less than 30 min per week. Next, regarding their views on AI development for English language learning, more than half of the participants reported that they did not feel the need to learn English if AI were to develop further (Figure 3).

When asked whether they had ever used ChatGPT for English assignments, 80.5%students reported that they had, while 19.5% indicated that they had never used it.

As the survey results suggest, the target population just follows the contextual situation. They are not proactive or autonomous learners who are eager to learn or play an active role in setting their own learning agendas. In light of these findings, it is important to address the following points in further analysis:

How frequently do students use ChatGPT for English language learning?
How do students perceive the use of ChatGPT?
Do students critically evaluate the accuracy or reliability of ChatGPT-generated content?
Are students aware of its potential biases or limitations?
What are students’ motivation levels when using ChatGPT for English language learning?
What concerns, if any, do students have regarding the use of ChatGPT?

Such a needs analysis will help inform the regulation and effective use of ChatGPT for students with low English proficiency or low motivation level. It should promote informed appreciation of its functions, and enhance awareness of its vulnerabilities and potential risks. Educators should therefore develop strategies to support the effective use of ChatGPT and raise learners’ awareness of its generated content.

Reference

Kosmyna, Nataliya et al. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. (https://arxiv.org/pdf/2506.08872v1)

Author bio:

I graduated from UCSB with a Ph.D. in Educational Administration. Currently, I teach English at Health Science University in Japan. I have been a member of TESOL Hawaii since 2015.

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