Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels
Abstract
Background: Introducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology. Objectives: The present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context. Methods: The study utilized a mixed‐method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self‐report questionnaire, self‐study log, and semi‐structured interviews. Results and conclusions: Quantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT ( U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought‐stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self‐regulation strategies, and trust in AI.
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Students need tailored support to effectively use chatbots for self-regulated learning.
“Abdelhalim (2024) found that students with high metacognitive awareness used ChatGPT more skillfully for research than those with lower awareness, suggesting students need tailored support to effectively use chatbots for self-regulated learning.”
From Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI chatbots (2025) · cites this paper as Abdelhalim, 2024
There is a gap in understanding how K-12 students interact with tools, particularly in adapting chatbot responses to individual needs.
“There is a gap in understanding how K-12 students interact with tools, particularly in adapting chatbot responses to individual needs.”
From Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI chatbots (2025) · cites this paper as Abdelhalim, 2024
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- Authors
- Abdelhalim, S. M.
- Affiliations
- Imam Mohammad ibn Saud Islamic University (SA)
- Corresponding author
- Abdelhalim, Safaa M.
- ORCID
- Abdelhalim, Safaa M.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2024-02
- Volume
- 40
- Issue
- 3
- Pages
- 1261-1275
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W4391481596
- Semantic Scholar
- a15c3997145136673eba4ac6446c320603853343
- Cited by
- 69
- References
- 46
- Citations by year
- 2026: 26 · 2025: 38 · 2024: 5
- FWCI
- 25.94
- Type
- journal article
- Language
- en
- Update notices
- correction (2024-07-11)
- Open access
- closed
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- ChatGPT, research skills, EFL learners, metacognitive awareness, student perceptions, AI-assisted research, prompt formulation, self-regulation, trust in AI, undergraduate students
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Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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