Integrating ChatGPT into College English Learning : Effects on Language Anxiety, Self-Regulated Learning, and Learner Perceptions

다국어 초록 (Multilingual Abstract)

This study examined the effects of integrating ChatGPT into college English classes over one semester, focusing on changes in students’ perceptions of ChatGPT, language anxiety, and self-regulated learning strategies, as well as the relationships among these variables after integration. Thirty-seven first-year students participated in ChatGPT-supported reading and writing courses. From Weeks 3 to 13, students used ChatGPT to explore vocabulary meanings, construct sentences using newly learned expressions, and engage in text-based discussions on weekly topics. Pre-post questionnaires were administered, consisting of three sections: (1) English learning anxiety, (2) self-regulated learning, and (3) perceptions of ChatGPT. Adopting a pre-post questionnaire design, the study employed paired-samples t-tests and correlation analyses to assess changes and associations among the variables. The findings showed that students developed more positive attitudes toward ChatGPT as a language learning tool. Correlation analyses indicated strong to moderate within-domain relationships after ChatGPT use, whereas cross-domain correlations were relatively weak. These results underscore the need for explicit pedagogical guidance to reduce language anxiety and strengthen self-regulated learning in L2 contexts.