Educ recherche
Volume 16, Numéro 1, Pages 133-169
2026-06-30

The Effectiveness Of Using Computer-assisted Learning And Chatgpt In Enhancing English Language Learning.



Authors : Nojoum Noora . Almomani Manar .

Abstract

The rapid integration of Artificial Intelligence (AI) technologies in education has transformed traditional language learning approaches. Computer-Assisted Learning (CAL) and AI-based applications such as ChatGPT provide interactive, adaptive, and personalized learning environments that may enhance language acquisition. The purpose of this study was to examine the effectiveness of using computer-assisted learning combined with the ChatGPT application in improving English language learning, specifically grammar achievement and vocabulary acquisition among university students. A quasi-experimental design employing a pre-test–post-test control group structure was used. The study sample consisted of 30 undergraduate students enrolled in English language courses at the Arab American University. Participants were divided into two groups: an experimental group (n = 15) that received instruction through a combination of Computer-Assisted Learning tools and the ChatGPT application, and a control group (n = 15) that was taught using traditional instructional methods. Two instruments were used for data collection: an English Grammar Test consisting of 50 questions and a Vocabulary Test composed of five analytical tasks. Pre-tests and posttests were administered to measure learning gains. Data were analyzed using descriptive and inferential statistics, including paired-samples and independentsamples t-tests, in SPSS. The study results indicated significant improvements in both grammar and vocabulary scores in the experimental group compared to the control group. The experimental group showed a substantial increase in grammar scores from a mean of 11.60 in the pre-test to 16.13 in the post-test, while vocabulary scores increased from 11.20 to 16.47. In contrast, the control group demonstrated only moderate improvement. Independent sample t-test results confirmed that the differences between the groups were statistically significant (p < 0.05).

Keywords

Artificial Intelligence ; ChatGPT ; Computer-Assisted Learning ; English Language Learning ; Grammar Achievement ; Vocabulary Acquisition

Les articles similaires

دور إباضية المغرب الأوسط في تنشيط التجارة الصحراوية خلال العصر الوسيط Thé Rôle Of Ibadis Of Thé Central Maghreb Un Stimulating Thé Désert Trade During Thé Middle Age

بوسالم أحلام .  عابد يوسف . 
ص 117-132.

Muhammad A.r .webb: Thé First Anglo White Concert To Islam Un Thé U.s.a Ans Thé Influence Of Thé Ah Adyya Movemment

Yahia Zeghoudi . 
pages 74-88.

Code-switching In The Middle School Ef Classes: The Case Study Of The First Year Learners Must It Be Perceived As An Asset To Ease Or As A Constraint To Obstruct Foreign Language Learning? (1) 1 - Efl: English As A Foreign Language /ell: English Language Learning/ 1fl1: Foreign Language 1/fl2: Foreign Language 2 / L: Learner/ Ls: Learners/ Mt: Mother Tongue/ T: Teacher/ Tie: Technological Institute Of Education/ Tl: Target Language.

Ammar Benabed .  Victor Segalen . 
pages 13-30.

Thé Cultural And Linguistic Impact Of Gothic Literature On The Identity Of Algerian Teenagers: A Metamorphosis.

Said Houari Amel . 
pages 257-268.

Approaches Of The 21st Century: Improving Efl Learners' Grammatical Competence Through Computer-assisted Language Learning (call) A Case Study Of Third-year Lmd Students Of English At Mohamed Kheider-university Of Biskra-algeria

Benchabane Sarra . 
pages 524-548.

Formats de citation