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Exploring the dimensions of ChatGPT in English language learning: a global perspective

Wagdi Rashad Ali Bin-Hady (Department of English, College of Education-Socotra, Hadhramout University, Hadiboo, Yemen)
Abdu Al-Kadi (Faculty of Arts, PU, Amman, Jordan)
Abduljalil Hazaea (Department of English Language (PY), Najran University, Najran, Saudi Arabia)
Jamal Kaid Mohammed Ali (Department of English, College of Arts, University of Bisha, Bisha, Saudi Arabia)

Library Hi Tech

ISSN: 0737-8831

Article publication date: 25 July 2023




The proliferation of ChatGPT, as in many other digital technologies and social media, has increasingly impacted many aspects of modern life, including second and foreign language education. This study, building on a common theoretical position of all these advances in Artificial intelligence (AI), seeks to establish a model for ChatGPT research on English language learning. It specifically explores the dimensions in which ChatGPT aids students in their English language learning.


The study adopts grounded theory in collecting and analyzing data from 20 ResearchGater (RG) through a two-week RG discussion about ChatGPT uses in their language learning contexts. Data collected via the discussion was analyzed thematically.


Preliminary findings show that ChatGPT can be used in developing learners' language skills; scaffolding the learning process by providing feedback to students on their language use and acting as partners in practicing language with recommended activities for more language practice.


The study contributes a five-dimension model for artificial intelligence assisted language learning (AIALL). The model involves flexible teacher's role to consolidate learner autonomy and provide enjoyable learning, urges future innovation, and celebrates various applications. Examining the AIALL model of ChatGPT for language learning, teachers should provide some directions for properly using this new application.



The authors are thankful to the Deanship of Scientific Research at University of Bisha for supporting this work through the Fast-Track Research Support Program.

Erratum: It has come to the attention of the publisher that the article, Wagdi Rashad Ali Bin-Hady, Abdu Al-Kadi, Abduljalil Hazaea and Jamal Kaid Mohammed Ali “Exploring the dimensions of ChatGPT in English language learning: a global perspective”, published in Library Hi Tech was published with incorrect affiliation information for Jamal Kaid Mohammed Ali. The correct affiliation is ‘Department of English, College of Arts, University of Bisha, Bisha, Saudi Arabia’. The error was introduced in the editorial process and has now been corrected in the online version.

The publisher sincerely apologises for this error and for any inconvenience caused.


Bin-Hady, W.R.A., Al-Kadi, A., Hazaea, A. and Ali, J.K.M. (2023), "Exploring the dimensions of ChatGPT in English language learning: a global perspective", Library Hi Tech, Vol. ahead-of-print No. ahead-of-print.



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