Cheating with ChatGPT: The Relationship Between Learner Autonomy, Engagement with AI for Learning, and Russian (L2) Learners’ Attitudes Towards ChatGPT as a Learning Tool

Abstract

In the field of second language acquisition theory (SLA), the integration of computer technology and artificial intelligence (AI) programs in the language learning process is becoming increasingly prominent. OpenAI’s ChatGPT has particularly attracted global educational attention for its advanced natural language processing capabilities. ChatGPT offers a range of functions including question-answering, information retrieval, summarization, machine translation, word processing, along with advanced spell-check and correction capabilities (Chowdhary, 2020). These features enable learners to create a personalized language learning experience using ChatGPT. Despite its advantages, ChatGPT as an AI tool has inherent limitations. These include potential biases and discriminatory outputs, the inability to evaluate the quality and accuracy of its responses, and a limited understanding of natural human language (Huang & Rocha, 2023). Hariri (2023) notes that ChatGPT’s reliance on an unsupervised learning model may lead to the generation of misleading information. Additionally, educators’ express concerns about ethical use of ChatGPT in academic settings, fearing that students might misuse ChatGPT for cheating on assessments due to the program’s natural language processing and generation capabilities. This study focused on college Russian language learners in North America, examined their attitudes towards using ChatGPT for learning Russian as a Second Language (L2). Drawing on Holec’s (1979) concept of learner autonomy, which posits that autonomous learners should independently and responsibly manage their learning objectives and resources, this study measured Russian (L2) learners’ autonomy and analyzed their motivations for using ChatGPT, as well as the content of their interactions with this generative AI program. The study aimed to understand the contexts and learning purposes for which students use AI tools like ChatGPT and to explore how these interactions reflect their level of learner autonomy. Furthermore, the study investigated the relationship between learner autonomy, engagement with ChatGPT, and attitudes towards using it as a learning tool. It was expected that students’ motivations for using ChatGPT would align with their Russian language learning goals and that more autonomous students would use ChatGPT more responsibly. To address these research questions comprehensively, a mixed-methods design, employing both quantitative and qualitative approaches, was utilized. The findings from this research suggested that students’ levels of learner autonomy significantly influenced their responsible use of ChatGPT as a tool for learning the Russian language, where “responsible use” implied not exploiting ChatGPT as a tool for cheating or misrepresentation but using it in a way that genuinely supports learning.