How can ChatGPT open promising avenues for L2 development? A phenomenological study involving EFL university students in Iran
Afsheen Rezai, Ehsan Namaziandost, Gwo‐Jen Hwang
Abstract
As technology becomes increasingly embedded in English as a foreign language (EFL) education, understanding the pedagogical potential of tools like ChatGPT is essential. This phenomenological study investigates how ChatGPT facilitates L2 development from the perspectives of senior EFL students. A purposive sample of 21 students (9 males, 12 females) engaged with ChatGPT over a 12-month period. Data were gathered through participant diaries and semi-structured interviews, analyzed via phenomenological methods to capture the essence of their experiences. The analysis uncovered four key categories: (e.g., expanded vocabulary, promoted grammar accuracy, and improved pronunciation), interactive language practice (e.g., real-time conversations and instant feedback), personalized learning experience (e.g., adaptive learning path, targeted skill improvement, and self-paced learning), and enriched learning environments (e.g., conversational AI companionship, gamification element, and continuous learning support). These findings evidence that ChatGPT can be considered as a valuable resource in EFL instruction because its personalized, interactive features can significantly support language acquisition and learner engagement. • ChatGPT significantly improved EFL students' vocabulary, grammar precision, and pronunciation. • Utilizing ChatGPT facilitated live conversations, immediate feedback, and adaptive learning journeys. • ChatGPT fostered a supportive learning environment through conversational AI companionship, gamification, and continuous learning support.