ChatGPT at the University of Perugia: Empowering Interaction Between Faculty and Students

Objective:  This article aimed to investigate how ChatGPT can enhance interaction between teachers and students at the University of Perugia, with a focus on the language learning process.

Method:  The research was qualitative in nature and involved searching for articles on platforms such as Science Direct, Google Scholar, and SciELO. A questionnaire consisting of 17 questions in Italian was developed, addressing the use of ChatGPT and its relationship with education. This questionnaire was sent to 939 students through various WhatsApp groups on June 10th and remained open until June 18th, resulting in 40 responses. The participants included undergraduate, master's, and doctoral students, aged between 19 and 36 years. After data collection, a content analysis (Bardin, 1977) was conducted, divided into two categories: the possibility of use as a pedagogical strategy and the impossibility of use.

Results:  The analysis of the responses revealed that the use of ChatGPT has the potential to enhance conversational abilities, expand vocabulary in the target language, and correct essays and written texts in that language. However, challenges were also identified, such as excessive dependence on the tool, technological equity issues, and language standardization.

Conclusions:  The study concluded that, according to the interpretation of Italian students, ChatGPT has pedagogical potential in the language learning process but faces significant challenges. Most students are unaware of the meaning of the acronym ChatGPT, suggesting an instrumental view of the tool. The role of the teacher is considered essential for effectively integrating artificial intelligence into quality education.

KEYWORDS:
ChatGPT; Students.University.Education.Italy