German-Language Majors’ Voices on ChatGPT Use in Tertiary Education: A Mixed-Methods Study

Abstract

This mixed-methods study examines how Ukrainian undergraduates majoring in German language studies perceive and use ChatGPT. 113 participants responded to the ChatGPT Usage Scale for Foreign Language Learners, developed by Çobanoğullari and Özbek (2025) and supplemented with open-ended questions to deepen understanding of students’ attitudes toward ChatGPT use. Quantitative results showed moderate to high levels of ChatGPT use in domains such as information retrieval, grammar explanations, and exam preparation. Students reported substantially lower engagement in higher-order activities, including the development of critical thinking, creativity, and communicative skills. Findings indicate significant demographic nuances: female students exhibited stronger affective and motivational engagement – suggesting AI’s role in maintaining academic continuity and resilience – while language proficiency level did not dictate frequency of use. Qualitative findings confirmed these patterns and highlighted perceived gains in efficiency, personalized support, and reduced anxiety, as well as concerns about inaccuracies and over-reliance. Theoretically, this study extends cognitive offloading theory, distinguishing between foundational offloading for lower-level linguistic tasks and the underexploited potential for evaluative offloading in higher-order cognitive processes. The study underscored the need for instructional approaches that foster regulated AI use in tertiary German language education.