This study, part of a broader investigation into ChatGPT’s role in an English as Foreign Language (EFL) setting, examines the perceived usefulness of ChatGPT in supporting language learning among female Bachelor (BA) and Master (MA) students. By employing a mixed-methods approach, data were collected from 26 BA and nine MA students to explore their usage patterns and perceived usefulness. Findings indicate that ChatGPT serves as a valuable language-learning tool, offering significant support in areas such as vocabulary building, grammar practice, writing assistance, and conversational practice for BA students, while MA students primarily rely on it for advanced academic writing and complex language tasks. Most participants rated ChatGPT highly, underscoring its effectiveness in enhancing language proficiency. However, challenges such as accuracy issues and concerns regarding academic integrity were also noted, suggesting the need for balanced integration with educator oversight. The study highlights ChatGPT’s potential to enrich language-learning experiences and offers insights into its responsible use within educational settings.
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