A DISCOURSE ANALYSIS OF STUDENTS' INTERACTION WITH CHATGPT IN LEARNING ENGLISH

Abstract

This study focuses on analyzing students' interactions with ChatGPT as a digital tool in English language learning. The study involved three sixth-semester students from the English Language Education Study Program. This research employed a qualitative approach with a narrative inquiry design. Data were analyzed using discourse analysis to identify patterns of meaning and language use in students' interactions with ChatGPT. The data were collected through transcripts of conversations between students and ChatGPT, as well as students' reflections on their experiences using the tool. The collected data were then examined to understand how students expressed their ideas, asked questions, requested corrections, and responded to ChatGPT's explanations during the learning process. The results show that students use ChatGPT to practice grammar, enrich vocabulary, improve sentence construction, and obtain explanations about English language use. The interactions also demonstrate that students actively engage in the learning process by asking questions, seeking feedback, and exploring language expressions. Furthermore, students' reflections indicate that ChatGPT helps them build understanding, increase confidence, and develop their English language skills. These findings suggest that interactions with ChatGPT provide meaningful learning experiences through continuous communication and discourse practice. Thus, ChatGPT serves as a supplementary digital learning tool that supports students in learning English more independently and interactively.

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