Effects of ChatGPT-flipped instruction on the academic performance and self-regulated skill of L2 pre-service teachers in Ondo State, Nigeria

Concerns have been raised by scholars over unethical use of ChatGPT in academic settings. While some institutions have condemned or even banned its use, integrating it into classroom instruction could help mitigate these unethical practices. One effective approach is ChatGPT-Flipped Instruction. This study examines the effects of ChatGPT-Flipped Instruction on the Academic Performance and Self-regulated Skills of L2 Pre-Service Teachers at Adekunle Ajasin University, Ondo state, Nigeria. A quasi-experimental research design was adopted with subjects randomly assigned to the experimental groups ( n = 150) which received varying levels of ChatGPT exposure across six instructional phases and the control group ( n = 150). The research instruments were the English for Specific Purposes Test (ESPT, r = 0.81) and the Self-Regulation Skills Questionnaire (SSSQ, r = 0.76). Among other findings, the results revealed that ChatGPT-Flipped Instruction had a more significant relative effect on students' performance with a mean post-test score of M = 89.94 (SD = 3.04) compared to M = 69.99 (SD = 3.04) for students taught using traditional methods. Multivariate analysis revealed a significant effect of ChatGPT-Flipped Instruction levels on both academic performance ( F (5, 143) = 13.594, p < 0.001, η 2 = 0.322) and self-regulated learning ( F (5, 143) = 9.790, p < 0.001, η 2 = 0.255). On the basis of these findings, among others, this study recommends that ChatGPT-Flipped Instruction should be integrated into the core curriculum for English education to enhance student learning outcomes and foster self-regulation skills.