ChatGPT Use: Drivers and Barriers in English for Academic Purposes Among Migrant Students With Learning Disabilities

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Author(s): Emmanouela V. Seiradakis (Technical University of Crete, Hellenic Open University, Greece)
Copyright: 2025
Pages: 22
Source title: Reimagining Intelligent Computer-Assisted Language Education
Source Author(s)/Editor(s): Marija Stevkovska (International Balkan University, North Macedonia), Marijana Klemenchich (International Balkan University, North Macedonia)and Nurdan Kavaklı Ulutaş (Izmir Demokrasi University, Turkey)
DOI: 10.4018/979-8-3693-4310-4.ch011

Keywords: Computer-Assisted Language Learning / Education / Educational Technologies / Information Science Reference

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Abstract

This work employs intersectionality and capital theory as theoretical and interpretive lenses for exploring ChatGPT use drivers and barriers in English for academic purposes among students whose voice is downplayed in relevant literature. Data were drawn from in-depth interviews with 11 second-generation migrant engineering students with learning disabilities at three higher education institutions in Greece. Thematic analysis revealed three intersectional driver themes: a) fear failure, b) fast help, and c) non-judgmental friend and teacher. Barrier themes included a) plagiarism and paraphrasing struggles, b) low marks, and c) ChatGPT addiction. Findings unveil the overt and covert drivers and barriers of using ChatGPT in EAP courses through the eyes of marginalized students and provide insight that may help EAP practitioners design inclusive courses utilizing ChatGPT.

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ChatGPT Use: Drivers and Barriers in English for Academic Purposes Among Migrant Students With Learning Disabilities

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