ChatGPT in Philology Education: A Pilot Study on AI-Supported Language Learning
ChatGPT in Philology Education: A Pilot Study on AI-Supported Language Learning

Summary/Abstract: This pilot study investigates the use of ChatGPT by university students in thecontext of foreign language learning. Drawing on a mixed-methods approach,the research examines how English and Romance Philology students incorporatethe AI tool into their academic routines, both within and beyond the classroom.Quantitative data collected via questionnaire reveal that students most frequentlyuse ChatGPT in out-of-class contexts, particularly for writing, vocabulary development,and grammar correction. Statistical analysis shows a significant preferencefor autonomous use over classroom-based application. Qualitative responses furtherindicate that while students appreciate the tool’s versatility and efficiency, theyremain critically aware of its limitations, including occasional factual inaccuracies,mechanical style, and ethical concerns. The findings are interpreted throughthe lenses of Self-Directed Learning Theory, the Technology Acceptance Model,and Constructivist Learning Theory, suggesting that ChatGPT functions primarilyas a complementary learning-support tool. The study concludes with pedagogicalrecommendations and proposes directions for future research, highlighting the needfor AI literacy and teacher guidance in contemporary language education.

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