Exploring EFL students’ perspectives on ChatGPT-assisted autonomous practices in enhancing self-directed learning at Palestinian Universities

This study examines English as a foreign language (EFL) students’ perceptions of ChatGPT-assisted learning in relation to self-directed learning (SDL) practices at two Palestinian higher education institutions, An-Najah National University and Al-Quds Open University. Using a quantitative, descriptive survey design, data were collected from 348 EFL students through a structured questionnaire and analyzed using descriptive statistics and inferential tests (t-tests and one-way ANOVA) via SPSS version 23, with attention to demographic variables including gender, academic level and university affiliation. The findings indicate that students generally perceive ChatGPT as a supportive resource for organizing learning tasks, accessing explanations and managing independent study, while also expressing concerns regarding accuracy, overreliance and academic integrity. No statistically significant differences were found across academic level or university, whereas gender-based differences emerged, with male students reporting higher levels of perceived engagement with ChatGPT. These results are interpreted cautiously as associational rather than causal, given the reliance on self-reported data. The study highlights the importance of pedagogical mediation, suggesting that ChatGPT’s educational value depends on guided and reflective use rather than unregulated adoption, and contributes context-sensitive insights into artificial intelligence (AI)-supported SDL within the constraints of Palestinian higher education.