AI-assisted language learning: ChatGPT's impact on mastering English tenses at the university level
Year: 2026
Type: article
Abstract: This study investigates the role of ChatGPT in supporting university students’ mastery of English verb tenses. Over two semesters, 66 students at a technical university were assigned to one of three instructional modes: independent use of ChatGPT, ChatGPT use with teacher guidance, or traditional instruction without AI. Pre- and post-tests measured grammar learning gains, while transcripts of student–ChatGPT interactions were analyzed to assess engagement levels. A post-study questionnaire captured students’ perceptions of ChatGPT’s usefulness and motivational impact. Findings show that students who used ChatGPT with teacher guidance achieved the highest average learning gains, while those who used the tool independently showed more variable results. Higher engagement levels with ChatGPT strongly correlated with greater improvement, emphasizing that the tool’s effectiveness depends on how actively it is used. Students generally found ChatGPT enjoyable and appreciated its immediate feedback, though some reported challenges with inconsistent responses. This study contributes to the field by providing empirical evidence on how different modes of ChatGPT integration influence grammar learning outcomes. It highlights the importance of instructional design and learner engagement when incorporating AI tools, suggesting that ChatGPT is most effective when used as part of a guided, interactive learning environment.
Authors: Alice Lukešová, Petra Juna Jennings
Institutions: Czech Technical University in Prague, University of Ostrava
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,180
OpenAlex ID: W7127174097