EFL College Students’ Use of ChatGPT in English Learning: Insights from a Class Assignment

This study explored how a group of EFL students interacted with ChatGPT for an elective English class assignment, focusing on their engagement patterns and perceptions. While most students viewed ChatGPT as helpful for English learning, the majority used it for basic editing or content generation, with limited engagement in ways that promote language development. By analyzing actual prompt-response records, this study provides an empirical look into how EFL learners use generative AI in practice. A typology of three interaction types: editing support, translation use, and interactive engagement was revealed based on students' prompt-response records. Although a few students demonstrated more iterative use of ChatGPT, their interactions often aimed at task completion rather than deliberate language practice. The findings highlight a gap between students’ perceived benefits of generative AI tools and their effective use for meaningful learning. The study also underscores the need for explicit, guided instruction on how to use ChatGPT not merely as a content generator, but as a learning partner, and practical teaching suggestions are included.