A Comparative Study of English Major and Non-English Major Thai Tertiary EFL Students’ Attitudes toward ChatGPT in English Language Learning

Abstract

This study aimed to examine Thai tertiary-level EFL students’ attitudes toward using ChatGPT in English language learning and to compare attitudes between English majors and non-English majors. The sample comprised 70 university students enrolled in a Fundamental English course at a public university in northern Thailand, selected through convenience sampling. The research instrument was a five-point Likert-scale questionnaire adapted from Liu (2023), with content validity confirmed by experts (IOC=1.00) and reliability (Cronbach’s alpha=0.93). Semi-structured interviews were also conducted to obtain deeper insights. Data were analysed using descriptive statistics, independent samples t-tests, and thematic content analysis. The findings revealed that students’ overall attitudes toward ChatGPT were at a moderate level (M=2.72, SD=0.52). Students perceived ChatGPT as easy and convenient to use and helpful for vocabulary learning, grammar explanation, and language practice. The comparison between groups showed no statistically significant difference in overall attitudes. However, a statistically significant difference was found in perceived ease of use, with English majors reporting higher scores than non-English majors (p < .05). In addition, qualitative findings indicated concerns regarding the accuracy of AI-generated information and the risk of over-reliance. These results indicate that ChatGPT can be used appropriately as a supportive tool in English language learning; however, it should not replace traditional instructional practices. Future research should include larger and more diverse samples, employ longitudinal designs, and investigate the impact of ChatGPT on specific language skills, such as speaking, writing, and critical thinking.