Students’ perspectives and experiences of using ChatGPT as a virtual mentor in self-directed English learning
(1) Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(2) UIN Siber Syekh Nurjati Cirebon
(3) UIN Siber Syekh Nurjati Cirebon
(4) UIN Siber Syekh Nurjati Cirebon
(5) UIN Siber Syekh Nurjati Cirebon
(6) UIN Siber Syekh Nurjati Cirebon
(*) Corresponding Author
Abstract
This study investigated students’ perspectives and experiences of using ChatGPT as a virtual mentor in self-directed English learning, addressing the limited focus on learners’ lived experiences in AI-supported educational contexts. A qualitative case study design was employed to explore how students perceive and interact with ChatGPT in their independent learning processes. The participants were seven undergraduate students from an English Education Teaching program, selected through a screening questionnaire. Data were collected through semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings indicate that students experience ChatGPT as a flexible and accessible learning support tool that facilitates understanding of complex materials and enhances language skills, particularly in writing. It also serves as a source of immediate feedback, enabling learners to revise their work efficiently and independently. From an affective perspective, students report increased confidence, reduced anxiety, and greater motivation due to the non-judgmental nature of AI interaction. However, limitations such as lack of personalization, general feedback, and absence of progress tracking are also identified. Overall, ChatGPT is perceived as a complementary virtual mentor that supports, but does not replace, human instruction in self-directed learning.
Keywords: ChatGPT, self-directed learning, virtual mentor, students’ perspectives, learning experiences
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DOI: 10.24235/ath.v35i2.25694
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