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Abstract
With the continued change in technology, education has had to innovate to provide relevant instruction, especially in language learning. In this context, students face challenges like limited time, restricted access to native speakers, and the lack of feedback or confidence in practicing their speaking skills. Consequently, ChatGPT with its voice feature, has removed these barriers and changed the way students learn a language. This study investigated what students' perceptions are about traditional ways of practicing speaking in comparison with ChatGPT for personalized and autonomous language learning. The study was centered on personalization and autonomy, analyzing the students’ perceptions as they interacted with ChatGPT. Likewise, it assessed the tool’s impact on students and its potential to improve their speaking skills. Data was collected through pre- and post-surveys to know students’ perceptions after two sessions with ChatGPT. A pragmatic qualitative method was applied for data analysis. The results showed that students felt more comfortable with ChatGPT, as it allowed them to practice in an interactive, non-judgmental, and supportive environment. Participants mentioned less anxiety and a willingness to continue practicing with the AI tool. It becomes fundamentally important to implement AI methods into language learning and suggest further possible research into the long-term impacts of emergent technologies, as well as accessibility in resource-limited educational contexts.
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