نوع مقاله : مقاله پژوهشی
نویسندگان
1 پژوهشگر پسا دکتری آموزش زبان انگلیسی، دانشگاه رازی، کرمانشاه، ایران
2 استاد تمام آموزش زبان انگلیسی، گروه آموزش زبان و زبانشناسی کاربردی، دانشکده ادبیات و علوم انسانی،
3 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه رازی، کرمانشاه، ایران
10.22049/jalda.2026.31224.1923
چکیده
این پژوهش با بهرهگیری از رویکرد آمیخته تبیینیِ دنبالهدار، به بررسی متغیرهایی پرداخت که پذیرش و استفاده از چتجیپیتی برای یادگیری زبان انگلیسی را در میان ۲۲۰ دانشجوی عراقی تبیین میکنند. بر اساس مدل پذیرش فناوری (TAM)، در مرحله نخست از پرسشنامهای برای سنجش برداشت از سودمندی، برداشت از سهولت استفاده، نگرش، قصد رفتاری و استفاده واقعی، بههمراه لذت ادراکشده، شرایط تسهیلکننده و پیچیدگی فناوری استفاده شد. در مرحله بعدی، مصاحبههای نیمهساختاریافته انجام گرفت. نتایج تحلیل کمّی نشان داد که تجربه پیشین با فناوری، پیشبینیکنندهای معنادار برای قصد رفتاری و نیز استفاده واقعی از فناوری است؛ به بیان دیگر، آمادگی دیجیتال عاملی مهم در پذیرش بهشمار میرود. در مقابل، جنسیت متغیری معنادار در پذیرش نبود. دادههای کیفی الگویی روشن را آشکار ساختند؛ بدین معنا که زبانآموزان انگلیسی بهعنوان زبان خارجی، چتجیپیتی را ابزاری میدانند که به بهبود مهارت زبانی، افزایش انگیزش و ارائه پیشنهادهای شخصیسازیشده در یادگیری یاری میرساند. با وجود مزایایی همچون امکان خودارزیابی، نگرانیهای قابلتوجهی نیز نسبت به فقدان بازخورد تعاملی پویا، خطر وابستگی بیش از اندازه و ملاحظات اخلاقی وجود دارد. یافتهها نشان داد که زبانآموزان عراقی، چتجیپیتی را ابزاری سودمند تلقی میکنند؛ بااینحال، برای تضمین کاربرد مؤثر و منصفانه آن، لازم است چارچوبهای آموزشی طراحی شود تا سواد دیجیتال را حمایت کرده و دستورالعملهای روشنی برای کنترل چالشهای عملی و اخلاقی فراهم آورد.
کلیدواژهها
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