An Investigation of the Use of Generative AI Chatbots Among English Major Students at Kabul University
Keywords:
English major students, Generative AI chatbots, Perceptions, Perceived benefits, Frequency of useAbstract
Generative AI (GenAI) chatbots are increasingly used in higher education, yet little is known about how English major students, particularly in Afghanistan, perceive and use them. This study examines perceptions, perceived benefits, concerns, and the frequency of GenAI chatbot use among English major students at Kabul University, and tests whether use frequency relates to academic year. The study used a descriptive quantitative survey design, with 113 closed-ended questionnaires distributed via convenience sampling. Data were analyzed in SPSS using descriptive statistics, and a one-way ANOVA with Tukey HSD post hoc tests compared frequency of use across academic years. Results showed students held positive but cautious attitudes toward chatbots (M = 3.17, SD = 0.82) and perceived the greatest benefits for speaking, writing, and listening skills. Students used chatbots mainly for everyday academic tasks rather than high-stakes work such as exams (M = 3.36, SD = 0.64), and they expressed notable concern about the accuracy and reliability of chatbot-generated content. Third-year students used chatbots significantly more frequently than first- and second-year students. These findings suggest that university policymakers, teachers, and students should promote responsible, guided chatbot use, particularly by addressing accuracy concerns and supporting engagement across academic years.
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Copyright (c) 2026 Morshedullah Abdul Noorzai, Abdullah Noori (Author)
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