Improving Engineering Students’ English Proficiency Through ChatGPT-Assisted Instruction: A Quasi-Experimental Study
DOI:
https://doi.org/10.17507/tpls.1607.20Keywords:
academic and professional success, conventional instructional methods, interactive language practice, non-native contexts, specific disciplinesAbstract
English proficiency is crucial for the employability of engineering graduates in non-native contexts. The rise of AI technologies offers new opportunities to enhance EFL instruction in higher education, particularly within engineering disciplines. This quasi-experimental study examined the effectiveness of ChatGPT-assisted instruction in enhancing English proficiency among 60 engineering students at a Saudi university, comparing results from an experimental group using ChatGPT with those of a control group receiving conventional instruction. ANCOVA assessed the effectiveness of ChatGPT assistance compared to traditional instruction through pre-test scores. Improvements in speaking and writing scores were evaluated using paired-samples t-tests. MANCOVA examined the overall impact of the intervention, followed by univariate ANCOVAs for significant outcomes. The findings revealed that students who used ChatGPT-assisted learning experienced significant improvements in their speaking and writing skills compared to those who used conventional instructional methods. The findings suggest that ChatGPT effectively enhances engineering students' English proficiency by offering interactive language practice and immediate feedback. The study demonstrates the immense potential of AI-powered tools to enhance English proficiency, a crucial factor for achieving academic and professional success in global engineering environments.
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