This study investigates the potential of ChatGPT-assisted learning for improving English grammar proficiency among undergraduate students. Over a semester-long course, students engaged in translation tasks, grammar explanations, and sentence correction activities using ChatGPT, and their engagement patterns were compared to standardized TOEIC-based grammar test outcomes. The analysis examined relationships among ChatGPT utilization, translation experience, future intention to use AI tools, and grammar performance. Results showed that higher levels of ChatGPT utilization were moderately to strongly associated with improved grammar scores (r = .55), with each one-point increase in utilization predicting an estimated 8.3-point gain in TOEIC grammar performance (R² = .31). Translation experience also demonstrated a positive association, while future intention to use ChatGPT exhibited only a weak relationship with actual achievement. These findings highlight the pedagogical value of structured, active engagement with AI tools and underscore the need for instructional designs that balance AI support with learner autonomy to prevent over-reliance and promote sustained language development.
Ⅰ. INTRODUCTION
Ⅱ. METHOD
Ⅲ. RESULTS AND DISCUSSIONS
Ⅳ. Conclusion and Further Studies
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