Strategic Clics: Digigal Learning Strategies as Predictors of ChatGPT Use in ESP Instruction among Croatian Students
Strategic Clics: Digigal Learning Strategies as Predictors of ChatGPT Use in ESP Instruction among Croatian Students

Summary/Abstract: The integration of Artificial Intelligence (AI) tools such as ChatGPT has enhanced self-directed and personalized learning, particularly in the context of language education. While AI’s role has been examined in English as a Foreign Language (EFL) setting, its application in English for Specific Purposes (ESP) courses—especially in sports science context—remains underexplored. This study investigates whether digital language learning strategies predict university students’ use of ChatGPT for academic English tasks, both in structured ESP assignments and in broader academic contexts. A total of 102 Croatian undergraduate sports science students enrolled in an ESP course participated in the study. They completed a modified version of the Digital Natives Assessment Scale (DNAS) and responded to two items measuring their use of ChatGPT: (1) for ESP course tasks and (2) for general academic tasks in English. Multiple regression analysis revealed that the DNAS factors Using technology and Gratification and reward significantly predicted ChatGPT use within the ESP course. In contrast, only ‘Using Technology’ predicted its use for general academic English tasks beyond the course. These findings suggest that students with higher digital engagement and a stronger motivation for instant digital feedback are more likely to use ChatGPT to support both structured and autonomous academic learning. By emphasizing the strength and nature of these relationships, the study underscores the value of integrating AI-based tools into ESP curricula to align with learners’ digital habits, academic needs, and future professional demands in international sports environments.

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