This research investigates the experiences of senior high school students in
Bone Regency in using ChatGPT for AI-Mediated Formal Digital Learning of
English (AI-FDLE). Employing a qualitative phenomenological approach and
involving five participants, the research utilizes the Technology Acceptance
Model (TAM) framework, which includes four main constructs: Perceived Ease of
Use (PEU), Perceived Usefulness (PU), Intention to Use (IU), and Actual Use
(AU). The findings reveal that ChatGPT is considered easily accessible, user-
friendly, and does not require advanced technical skills. Students find ChatGPT
helpful in composing, revising, and expanding English texts, as well as in
enhancing efficiency, understanding of rhetorical structures, and vocabulary.
Successful use of this technology increases students’ motivation and self-
confidence, thereby strengthening their intention to continue using it. Social
factors, such as support from teachers and peers, also reinforce the adoption of
this technology. Nevertheless, challenges related to AI literacy and the need for
teacher guidance remain. This research confirms that ChatGPT holds great
potential in supporting formal English language learning, provided it is
accompanied by wise pedagogical approaches and institutional support.
A. Conclusion
Based on the findings and discussion in this research, it can be concluded
that the use of ChatGPT technology in English language learning among
senior high school students contexts in Bone Regency shows a high level of
acceptance based on the Technology Acceptance Model (TAM) framework
which includes four main constructs: Perceived Ease of Use (PEU), Perceived
Usefulness (PU), Intention to Use (IU), and Actual Use (AU).
First, from the aspect of Perceived Ease of Use (PEU), students perceive
that ChatGPT is a technology that is easy to access and use without requiring
special technical skills. The user-friendly interface, speed of response, and
lack of technical barriers make ChatGPT an effective and efficient tool in the
instructional process, especially in analytical exposition text writing. Students
showed good digital literacy skills and a reflective attitude towards the
limitations of the technology.
Secondly, from the aspect of Perceived Usefulness (PU), students feel the
real benefits of using ChatGPT in improving the quality of English learning.
This technology helps accelerate task completion, improve text structure and
grammar, expand vocabulary, and deepen understanding of the rhetorical
structure of academic texts. The learning process becomes more reflective and
independent, with students' active involvement in critically evaluating and
revising learning outcomes.
Third, from the aspect of Intention to Use (IU), students' intention to
continue using ChatGPT is influenced by the experience of learning success
and social support from a positive learning environment. Success in
completing tasks, increasing self-confidence, and collaborative interactions
with peers and support from teachers encourage the formation of sustainable
use intentions.
Fourth, from the Actual Use (AU) aspect, the use of ChatGPT has been
actively integrated in student learning activities, both inside and outside the
classroom. Students use ChatGPT not only for text writing, but also for
revision, error analysis, vocabulary exploration, and material clarification.
Despite facing challenges such as context limitations and the need for specific
instructions, students showed high adaptability and reflective ability in
responding to the limitations of the system.
Overall, this research shows that ChatGPT acts as an effective learning
partner in formal English learning at the senior high school. The integration of
ChatGPT supports the development of students' critical thinking skills,
learning independence and digital literacy. However, a wise pedagogical
approach, institutional support, and strengthening of ethical and digital literacy
are required for optimal, responsible, and sustainable utilization of this
technology.
B. Suggestion
After the researcher describes the conclusions above, then below will be
described in the form of suggestions from the research that has been done, as
for the suggestions that the researcher means are as follows:
1. For Educators
Educators are advised to proactively integrate AI literacy into the
21st century competency-based curriculum. Teaching strategies should
include problem-solving-based training that demands critical and ethical
use of AI. Instructional design should encourage analysis, evaluation, and
reflection-based activities, which not only compare ChatGPT output with
other sources, but also facilitate the development of students' original
arguments and divergent thinking. Teachers also have a central role in
instilling principles of academic integrity in the use of technology,
including the mitigation of plagiarism and the strengthening of learning
autonomy.
2. For Students
Students need to be positioned as adaptive and reflective digital
students. In using ChatGPT, they are expected to apply the source
triangulation approach as well as semantic and pragmatic evaluation of
each AI output. A critical epistemic attitude should be built through the
habituation of cross-source verification, while digital literacy
competencies should be developed so that students are not only able to
access information, but also interpret and recontextualize it appropriately.
Students are also advised to actively evaluate ChatGPT's contribution to
their own thinking process to prevent dependency that may hinder long-
term cognitive development
3. For Future Researchers
This research opens room for further exploration in the realm of
AI-based learning, particularly involving natural language processing
technology. Future research could adopt a blended or longitudinal design
to explore the dynamics of changes in students' perceptions and
competencies over the long term. In addition, investigating intermediate
variables such as self-regulated learning, digital epistemic beliefs, and
metacognitive control may provide a more comprehensive understanding
of the mechanisms of technology adoption in the context of secondary
education. Comparative exploration across regions or levels of education
is also recommended to map the heterogeneity of technology acceptance in
different socio-cultural contexts.
4. For schools and policy makers
Educational institutions need to formulate transformative policies
that accommodate the development of AI technologies in pedagogical
practices. This includes the provision of inclusive and equitable digital
infrastructure, the development of protocols for using AI in classrooms,
and the provision of capacity building programs for teaching staff. Policy
approaches need to be evidence-based, considering the pedagogical,
ethical and psychosocial impacts of technology adoption. Collaboration
between schools, teacher training institutions and technology developers is
also crucial in formulating an adaptive and sustainable learning ecosystem
in the era of artificial intelligence.

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