Abstract
This quantitative-correlational study explored the influence of ChatGPT on the English language skills of Grade 12 students at Maputi Senior High School. Specifically, it assessed the frequency, purpose, and efficiency of ChatGPT usage and its relationship to students’ grammar and vocabulary performance. A total of 117 students were selected through simple random sampling, divided into users and non-users of ChatGPT. Data were gathered through a validated self-administered questionnaire and analyzed using Pearson correlation and independent samples t-test. Results indicated that most students used ChatGPT infrequently and did not primarily rely on it for grammar or vocabulary enhancement. Moreover, findings showed no significant relationship between ChatGPT usage (in terms of frequency, purpose, and efficiency) and students’ English language skills. Likewise, no significant differences in grammar and vocabulary performance were observed between ChatGPT users and non-users. The study concludes that although ChatGPT is accessible and widely recognized in educational contexts, its integration alone may not lead to measurable improvements in core language competencies. The findings highlight the need for guided and pedagogically sound implementation of AI tools to support language learning. Recommendations include exploring complementary AI tools, enhancing teacher training on AI integration, and conducting experimental research to better understand the instructional effectiveness of ChatGPT in diverse learning environments.
