Artificial Intelligence in language apprehension : using ChatGPT and Grammarly as facilitators for improving students' oral and grammar skills
Shevkun, Anastasiia (2026)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202605049155
https://urn.fi/URN:NBN:fi:amk-202605049155
Tiivistelmä
This thesis explores how the use of artificial intelligence-based solutions can help students at the University of Lapland cope with language learner apprehension. The aim of the study is to examine how the two chosen artificial intelligence tools, ChatGPT and Grammarly, contribute to improving learners’ speaking and grammar skills. The study is framed by two sub-questions related to advanced features of ChatGPT, such as voice mode and its ability to increase students’ confidence in oral skills, as well as potential of Grammarly in improving their grammar skills.
The study used a mixed-method design, incorporating quantitative data from a survey distributed to university students and qualitative data from four open-ended questions in the survey. To form the theoretical basis of the study, the literature on the topic was analysed. Data analysis was carried out using Microsoft Excel worksheet and Visual Studio Code.
The findings indicate a high level of language and communication apprehension among the students who participated in the study, as well as insufficient knowledge about the use of artificial intelligence-powered tools to support their language studies. Recommendations include making information about artificial intelligence available to university teachers, including artificial intelligence in professional development and topics related to foreign language anxiety, integrating artificial intelligence literacy and sustainability topics in foreign language courses, and supporting interdisciplinary collaboration.
The study used a mixed-method design, incorporating quantitative data from a survey distributed to university students and qualitative data from four open-ended questions in the survey. To form the theoretical basis of the study, the literature on the topic was analysed. Data analysis was carried out using Microsoft Excel worksheet and Visual Studio Code.
The findings indicate a high level of language and communication apprehension among the students who participated in the study, as well as insufficient knowledge about the use of artificial intelligence-powered tools to support their language studies. Recommendations include making information about artificial intelligence available to university teachers, including artificial intelligence in professional development and topics related to foreign language anxiety, integrating artificial intelligence literacy and sustainability topics in foreign language courses, and supporting interdisciplinary collaboration.