1. Applied Linguistics (Language Teaching and Learning)
Ahmed Rawdhan Salman; Saman Ebadi; Sajad Velayati
Abstract
This study adopted a sequential explanatory mixed-methods approach to investigate the variables that govern the acceptance and use of ChatGPT for learning English by 220 Iraqi university students. According to the Technology Acceptance Model (TAM), the study used a survey to measure perceived usefulness, ...
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This study adopted a sequential explanatory mixed-methods approach to investigate the variables that govern the acceptance and use of ChatGPT for learning English by 220 Iraqi university students. According to the Technology Acceptance Model (TAM), the study used a survey to measure perceived usefulness, ease of use, attitude, behavioral intention and actual use, as well as perceived enjoyment, facilitating conditions and technological complexity. Later, interviews were conducted in a semi-structured manner. The quantitative analysis revealed that while gender was not a significant predictor of attitude, it influenced actual usage rates. More significantly, prior experience with technology emerged as a critical dividing line, and students with high digital readiness reported significantly more positive perceptions across all constructs, particularly regarding facilitating conditions. Qualitative data revealed a clear pattern showing that English as a Foreign Language (EFL) learners see ChatGPT as a tool that enhances proficiency, increases motivation, and provides personalized learning suggestions. Although there are some benefits of self-assessment, there are nonetheless substantial concerns surrounding the absence of dynamic interactional feedback and the danger of developing over-reliance and ethical considerations. The findings of the study showed that Iraqi EFL learners viewed the ChatGPT as a beneficial tool. However, to ensure its effective and fair implementation, pedagogical frameworks must be designed to scaffold digital literacy and provide clear guidelines to control its practical and ethical shortcomings.
1. Applied Linguistics (Language Teaching and Learning)
Sami Raihan; Saeed Ketabi; Zargham Ghabanchi
Abstract
This study investigated how blended learning (BL) and virtual learning (VL) impacted Iraqi EFL learners' willingness to communicate (WTC) and their oral proficiency. Utilizing a mixed-methods approach, researchers involved 120 students from Karbala University, who were randomly assigned to face-to-face, ...
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This study investigated how blended learning (BL) and virtual learning (VL) impacted Iraqi EFL learners' willingness to communicate (WTC) and their oral proficiency. Utilizing a mixed-methods approach, researchers involved 120 students from Karbala University, who were randomly assigned to face-to-face, virtual, and blended learning groups. Quantitative data were collected through pre- and post-tests, while qualitative insights were gathered from semi-structured interviews with EFL instructors. Findings revealed that both BL and VL significantly enhanced learners' WTC, with no notable differences between the two methods. However, BL demonstrated greater effectiveness in improving oral proficiency compared to VL. The Iraqi EFL teachers generally expressed positive views toward both teaching methods, with a preference for blended learning. The study concluded that while both approaches offered valuable benefits for EFL instruction, the blended learning emerged as a particularly effective method by combining the strengths of virtual and face-to-face teaching. These results could provide insights for developing effective EFL teaching strategies that utilize various learning modalities.
