English Education Students’ Engagement with ChatGPT in Independent Grammar Learning
Abstract
This study explores English education students’ engagement in using ChatGPT as a personal tutor in independent grammar learning. Using a qualitative approach with a narrative inquiry desing, this research involved 4 four undergraduate students from English education study program who had used ChatGPT to learn grammar independently at least one year. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings show that students engaged with ChatGPT behaviorally, cognitively, emotionally, and agentically. Behaviorally, students used ChatGPT for grammar exercises, corrections, explanations, and evaluations. Cognitively, students used ChatGPT to understand grammar concepts, evaluate responses, and monitor their learning progress. Emotionally, students felt comfortable, enjoy, increased confidence, and reduced anxiety due to ChatGPT’s non-judgemental responses. Agentically, students directed ChatGPT through specific prompting, requesting simpler explanations, adjusting response styles, and veryfying its answers with other sources. However, students also encountered challenges such as prompting difficulties, inaccurate responses, usage limits, and locked premium feature that disrupts their learning flow. Overall, ChatGPT supported independent grammar learning but required critical awareness and external confirmation
References
Baskara, FX. R. (2023). The Promises and Pitfalls of Using Chat GPT for Self-Determined Learning in Higher Education: An Argumentative Review. Prosiding Seminar Nasional Fakultas Tarbiyah Dan Ilmu Keguruan IAIM Sinjai, 2, 95–101. https://doi.org/10.47435/sentikjar.v2i0.1825
Baskara, R., & Mukarto, M. (2023). Exploring the Implications of ChatGPT for Language Learning in Higher Education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(2), 343. https://doi.org/10.21093/ijeltal.v7i2.1387
Bin Dahmash, N. (2026). “I No Longer Need a Tutor”: Saudi EFL Students’ Independent Use of ChatGPT for Essay Writing and Grammar Learning. Arab World English Journal, (3), 147–165. https://doi.org/10.24093/awej/AI3.10
Bin-Hady, W. R. A., Ali, J. K. M., & Al-humari, M. A. (2024). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching & Learning, 17(2), 243–255. https://doi.org/10.1108/JRIT-02-2024-0036
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed). SAGE Publications.
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. https://doi.org/10.1016/j.compedu.2024.105224
Dzimar, M., Puspitasari, D., & Rosyid, O. A. (2025). Navigating Grammar Challanges: Students’ Struggles and Path To Success. Wiralodra English Journal, 9(1), 53–62. https://doi.org/10.31943/wej.v9i1.373
Fitria, T. N. (2025). In search of the good practices of personalized learning with ChatGPT for English test preparation. Erudita: Journal of English Language Teaching, 5(1). https://doi.org/10.28918/erudita.v5i1.10212
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hasan, N., Polin, J. A., Ahmmed, M. R., Sakib, M. M., Jahin, M. F., & Rahman, M. M. (2024). A novel approach to analyzing the impact of AI, ChatGPT, and chatbot on education using machine learning algorithms. Bulletin of Electrical Engineering and Informatics, 13(4), 2951–2958. https://doi.org/10.11591/eei.v13i4.7158
Kartini, M. M., Santosa, M. H., & Indrayani, L. (2025). Students’ Acceptance and Enjoyment of ChatGPT in English Language Learning. Journal of Educational Study, 5(2), 171–186. https://doi.org/10.36663/joes.v5i2.1100
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. In Learning and Individual Differences (Vol. 103). Elsevier Ltd. https://doi.org/10.1016/j.lindif.2023.102274
Komara, C., & Tiarsiwi, F. (2021). Exploring Indonesian EFL Learners’ Perception of English Learning Grammar. Journal of English Language Teaching and Linguistics, 6(2), 459. https://doi.org/10.21462/jeltl.v6i2.564
Lo, C. K., Hew, K. F., & Jong, M. S. yung. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda. Computers and Education, 219. https://doi.org/10.1016/j.compedu.2024.105100
Marjanovikj-Apostolovski, M. (2024). ChatGPT As A Learning Tool in an Undergraduate Advanced Academic English Course at South East European University. Journal of Teaching English for Specific and Academic Purposes, 12(1), 243. https://doi.org/10.22190/JTESAP240131020M
Mustakim, M., Jaya, N. M., & Jabri, U. (2025). Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 8(1), 16–27. https://doi.org/10.46918/seltics.v8i1.2598
Nguyen, T. Y. P., Nguyen, N. T., & Phan, N. K. H. (2025). The Challenges of Applying ChatGPT in the Academic Writing of Postgraduate Students in English Major at IUH. International Journal of AI in Language Education, 2(1), 20–37. https://doi.org/10.54855/ijaile.25212
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Riessman, C. K. (2008). Narrative Methods for the Human Sciences. Sage Publications.
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x
Tram, N. H. M., Nguyen, T. T., & Tran, C. D. (2024). ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study. System, 127, 103528. https://doi.org/10.1016/j.system.2024.103528
Vásquez Cardona, F., Carmona García, V., & Pérez Valencia, D. (2025). ChatGPT in Higher Education: A Cross-Sectional Study of Student Usage, Ethical Perceptions, and Implications for Academic Integrity. Revista de Bioética y Derecho, 101–119. https://doi.org/10.1344/rbd2025.65.49416
Vo, T. K. A., & Nguyen, H. (2024). Generative Artificial Intelligence and ChatGPT in Language Learning: EFL Students’ Perceptions of Technology Acceptance. Journal of University Teaching and Learning Practice, 21(06), 21. https://doi.org/10.53761/fr1rkj58
Wu, X., Zhu, P., Zhang, J., Yin, M., & Wang, Y. (2026). ChatGPT’s impact on student learning outcomes: a meta-analysis of 35 experimental studies. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-026-07019-z
Xu, S., Chen, P., & Zhang, G. (2024). Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment. Heliyon, 10(21), e39845. https://doi.org/10.1016/j.heliyon.2024.e39845
Zimmerman, B. J. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7
Baskara, R., & Mukarto, M. (2023). Exploring the Implications of ChatGPT for Language Learning in Higher Education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(2), 343. https://doi.org/10.21093/ijeltal.v7i2.1387
Bin Dahmash, N. (2026). “I No Longer Need a Tutor”: Saudi EFL Students’ Independent Use of ChatGPT for Essay Writing and Grammar Learning. Arab World English Journal, (3), 147–165. https://doi.org/10.24093/awej/AI3.10
Bin-Hady, W. R. A., Ali, J. K. M., & Al-humari, M. A. (2024). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching & Learning, 17(2), 243–255. https://doi.org/10.1108/JRIT-02-2024-0036
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed). SAGE Publications.
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. https://doi.org/10.1016/j.compedu.2024.105224
Dzimar, M., Puspitasari, D., & Rosyid, O. A. (2025). Navigating Grammar Challanges: Students’ Struggles and Path To Success. Wiralodra English Journal, 9(1), 53–62. https://doi.org/10.31943/wej.v9i1.373
Fitria, T. N. (2025). In search of the good practices of personalized learning with ChatGPT for English test preparation. Erudita: Journal of English Language Teaching, 5(1). https://doi.org/10.28918/erudita.v5i1.10212
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hasan, N., Polin, J. A., Ahmmed, M. R., Sakib, M. M., Jahin, M. F., & Rahman, M. M. (2024). A novel approach to analyzing the impact of AI, ChatGPT, and chatbot on education using machine learning algorithms. Bulletin of Electrical Engineering and Informatics, 13(4), 2951–2958. https://doi.org/10.11591/eei.v13i4.7158
Kartini, M. M., Santosa, M. H., & Indrayani, L. (2025). Students’ Acceptance and Enjoyment of ChatGPT in English Language Learning. Journal of Educational Study, 5(2), 171–186. https://doi.org/10.36663/joes.v5i2.1100
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. In Learning and Individual Differences (Vol. 103). Elsevier Ltd. https://doi.org/10.1016/j.lindif.2023.102274
Komara, C., & Tiarsiwi, F. (2021). Exploring Indonesian EFL Learners’ Perception of English Learning Grammar. Journal of English Language Teaching and Linguistics, 6(2), 459. https://doi.org/10.21462/jeltl.v6i2.564
Lo, C. K., Hew, K. F., & Jong, M. S. yung. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda. Computers and Education, 219. https://doi.org/10.1016/j.compedu.2024.105100
Marjanovikj-Apostolovski, M. (2024). ChatGPT As A Learning Tool in an Undergraduate Advanced Academic English Course at South East European University. Journal of Teaching English for Specific and Academic Purposes, 12(1), 243. https://doi.org/10.22190/JTESAP240131020M
Mustakim, M., Jaya, N. M., & Jabri, U. (2025). Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 8(1), 16–27. https://doi.org/10.46918/seltics.v8i1.2598
Nguyen, T. Y. P., Nguyen, N. T., & Phan, N. K. H. (2025). The Challenges of Applying ChatGPT in the Academic Writing of Postgraduate Students in English Major at IUH. International Journal of AI in Language Education, 2(1), 20–37. https://doi.org/10.54855/ijaile.25212
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Riessman, C. K. (2008). Narrative Methods for the Human Sciences. Sage Publications.
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x
Tram, N. H. M., Nguyen, T. T., & Tran, C. D. (2024). ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study. System, 127, 103528. https://doi.org/10.1016/j.system.2024.103528
Vásquez Cardona, F., Carmona García, V., & Pérez Valencia, D. (2025). ChatGPT in Higher Education: A Cross-Sectional Study of Student Usage, Ethical Perceptions, and Implications for Academic Integrity. Revista de Bioética y Derecho, 101–119. https://doi.org/10.1344/rbd2025.65.49416
Vo, T. K. A., & Nguyen, H. (2024). Generative Artificial Intelligence and ChatGPT in Language Learning: EFL Students’ Perceptions of Technology Acceptance. Journal of University Teaching and Learning Practice, 21(06), 21. https://doi.org/10.53761/fr1rkj58
Wu, X., Zhu, P., Zhang, J., Yin, M., & Wang, Y. (2026). ChatGPT’s impact on student learning outcomes: a meta-analysis of 35 experimental studies. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-026-07019-z
Xu, S., Chen, P., & Zhang, G. (2024). Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment. Heliyon, 10(21), e39845. https://doi.org/10.1016/j.heliyon.2024.e39845
Zimmerman, B. J. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7
Published
2026-10-14
How to Cite
MAULIDDIN, Muhammad Yudha et al.
English Education Students’ Engagement with ChatGPT in Independent Grammar Learning.
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL, [S.l.], v. 8, n. 2, p. 35-56, oct. 2026.
ISSN 2686-1860.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/8950>. Date accessed: 20 oct. 2026.
doi: https://doi.org/10.32503/edulink.v8i2.8950.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution License
This work is licensed under a 
https://orcid.org/0000-0001-9166-6040
