The rapid evolution of Computer-Assisted Language Learning (CALL) and the integration of advanced tools in EFL and ESP instruction have propelled Self-Directed Learning (SDL) to new levels of significance. Students who develop strong SDL skills tend to achieve greater academic success, particularly in university settings. Among the AI-driven tools reshaping language learning, ChatGPT has emerged as a game-changer, yet its role in ESL and ESP remains largely unexplored. This study aimed to investigate students' Self-Directed Learning Readiness (SDLR) and their perceptions of ChatGPT as an ESP learning tool. Specifically, it sought to examine: (1) the influence of motivation on ChatGPT utilization in self-directed ESP learning, (2) the impact of effective learning strategies on usage frequency, satisfaction, and perception of ChatGPT's features, and (3) students' perceived benefits of integrating ChatGPT into ESP instruction. Using a quantitative research design, the study surveyed 79 university students through an adapted Self-Directed Readiness Scale (SDRS) and a set of original questions. The findings reveal that while students demonstrate a moderate readiness to employ SDL strategies in ESP learning, their engagement with ChatGPT varies. A moderate positive correlation was observed between students' motivation and their frequency of ChatGPT use, satisfaction, and perception of its effectiveness. Higher motivation and the application of diverse learning strategies were linked to more frequent use and greater satisfaction with ChatGPT, reinforcing the role of motivation in self-directed learning. However, factors such as language proficiency, gender, and age did not significantly impact these relationships.
Krsmanović et al. (Wed,) studied this question.