Exploring ChatGPT’s Impact on Undergraduate English Learning in South Punjab: Insights from Teachers and Students

Abstract

This research explores the effects of ChatGPT on English language learning at the undergraduate level in South Punjab, drawing insights from both students and teachers. Data were collected from 300 undergraduate students and 40 English language teachers through structured questionnaires. The responses were analyzed using SPSS version 20, applying descriptive statistics and percentages to identify patterns and trends in perceptions and usage.

Findings show that a significant number of students found ChatGPT helpful in improving their vocabulary, grammar, and writing skills. They appreciated its ease of use, instant feedback, and availability outside the classroom. Teachers also acknowledged ChatGPT as a supportive tool that could complement traditional teaching methods. However, concerns were raised about students becoming overly dependent on the tool and about ethical issues related to plagiarism and originality.

The study concludes that while ChatGPT holds strong potential to support English language learning—especially in resource-limited regions like South Punjab—its use should be guided and monitored by educators. Recommendations include offering teacher training to effectively integrate AI tools in the classroom and updating curricula to reflect the growing role of technology in education. There is also a need for awareness programs to promote responsible and ethical use of AI among students.