Student Perceptions and Perceived Learning Outcomes of ChatGPT in German Language Learning at Nangarhar University
Said Ikram Nael, Irfan Akhtar
Received: 07 June 2026; Revised: 16 August 2026; Accepted: 25 August 2026; Published: 31 August 2026
DOI: https://doi.org/10.66074/N5Z3Y9D4M
Abstract
This study assesses the extent of ChatGPT use among German-language students at Nangarhar University and its effectiveness. Artificial intelligence (AI) has significantly influenced contemporary language education, and students in this study reported that ChatGPT serves as an effective source of instant feedback, personalized practice, and perceived support for language skill development. Given the limitations of the Afghan educational environment, such as a shortage of teachers, limited opportunities for language practice, and a lack of resources, ChatGPT offers an alternative, accessible learning format for students. The study used a descriptive-analytic quantitative approach with 90 students and a Google Forms questionnaire to assess familiarity, frequency of use, educational benefits, data validity, and the tool’s impact on language skills. According to the results, the majority of students had a positive experience with ChatGPT, especially in improving writing and reading skills. Although some students experienced misinformation, the overall reliability of the information was considered acceptable. Students also expressed a high level of interest in AI becoming part of the formal curriculum and in organizing training workshops. The study concludes that ChatGPT is a powerful tool for language learning, but university policies, faculty training, and increased AI literacy are necessary for its effective and responsible use. Future research could focus on evaluating other languages, other faculties, and long-term educational impacts to further clarify the role of AI in Afghanistan.
Keywords: AI literacy, ChatGPT, German language, language learning, language skills, students
Corresponding Author Information: Department of German Language, Faculty of Literature, Nangarahr University, Jalalabad, Afghanistan; ikramnael034@gmail.com
Volume 2, Issue 3, September 2026