Young children’s knowledge of ChatGPT and its relationship with their achievement in english as a second language

This study investigated young children’s (aged 7–8 years) knowledge of ChatGPT and its relationship with their achievement in English as a Second Language. The sample consisted of 255 third-grade young children from the Eastern Region of Saudi Arabia. A mixed-methods approach was employed, comprising a ChatGPT knowledge questionnaire assessing five dimensions: general knowledge, applied knowledge, awareness of risks and limitations, ethical knowledge, and self-assessment in using ChatGPT. Semi-structured interviews were conducted to gain deeper insights into young children’s understanding and experiences with the tool. The findings revealed that young children’s overall knowledge of ChatGPT was moderate, with relative strengths in general and practical knowledge. In contrast, awareness of risks and limitations, ethical knowledge, and self-assessment/confidence were relatively low. Regarding English achievement, young children demonstrated an acceptable level, with overall performance ranging between “Good” and “Very Good.” Furthermore, the results indicated a statistically significant positive relationship between young children’s ChatGPT knowledge and their English achievement. General and practical knowledge, together with self-assessment and confidence, showed the strongest effects, whereas knowledge of risks, limitations, and ethics had a weaker impact on academic performance. These findings highlight that enhancing both theoretical and practical knowledge of ChatGPT can directly support improved academic outcomes. Overall, increasing young children’s knowledge of ChatGPT can facilitate their language achievement. Integrating digital literacy education with the development of self-assessment and ethical awareness is essential for the responsible and effective use of AI tools in educational settings.