EFL Students' Perceptions of ChatGPT as Tutor and Mentor in English Phonetics

A 2026 qualitative study by Hesham Aldamen examined 35 EFL students' perceptions of ChatGPT during a short, structured implementation in an undergraduate English Phonetics course. The dataset includes exported conversation logs from six required sessions, weekly reflective journals, and post-intervention semi-structured interviews, analyzed thematically. The focus was on conceptual understanding and engagement, with findings on ChatGPT's roles as an AI-Tutor and AI-Mentor.

Use Cases

• Analyzing student perceptions of AI roles in education based on thematic analysis of conversation logs and interviews.
• Studying the impact of structured prompts on learning engagement based on reported student experiences.
• Investigating trust and verification routines in AI-assisted learning based on student-reported checking behaviors.
• Exploring self-regulated learning support from AI based on student reports of planning and persistence.

Strengths

• Qualitative data from 35 students provides multiple perspectives.
• Data triangulation from three sources: conversation logs, journals, and interviews.
• Clear research focus on conceptual learning and engagement in a specific course context.
• Dataset is openly available under a CC-BY-4.0 license.

Limitations

• Dataset is a single 37.1 KB DOCX file; scale and row count are unknown.
• Column-level documentation is absent; field semantics must be inferred after download.
• Data reflects perceptions from a single, short-term implementation in one course.

Provenance

Source

figshare

Collection Method

Qualitative data collection via exported ChatGPT conversation logs, weekly reflective journals, and semi-structured interviews.

Time Range

Study conducted during a short course implementation; specific dates not provided.

Freshness

Last updated 2026-04-30 04:17:05.