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Effects of ChatGPT-Flipped Instruction on the Academic Performance and Self-Regulated Skill of L2 Pre-Service Teachers in Ondo State, Nigeria

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Title: Effects of ChatGPT-Flipped Instruction on the Academic Performance and Self-Regulated Skill of L2 Pre-Service Teachers in Ondo State, Nigeria
Language: English
Authors: Adejimola Sunday Amuseghan, Isaac Friday Emmanuel (ORCID 0000-0003-2484-7620)
Source: Hungarian Educational Research Journal. 2026 16(1):1-17.
Availability: AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Artificial Intelligence, Intelligent Tutoring Systems, Preservice Teachers, English (Second Language), Language Teachers, Flipped Classroom, Independent Study, Academic Achievement, Influence of Technology, Technology Uses in Education, Educational Benefits
Geographic Terms: Nigeria
ISSN: 2064-2199
Abstract: 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, η² = 0.322) and self-regulated learning (F(5, 143) = 9.790, p < 0.001, η² = 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505727
Database: ERIC
FullText Text:
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  Data: Effects of ChatGPT-Flipped Instruction on the Academic Performance and Self-Regulated Skill of L2 Pre-Service Teachers in Ondo State, Nigeria
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  Data: AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com
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  Data: 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&#39; 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 &lt; 0.001, η&#178; = 0.322) and self-regulated learning (F(5, 143) = 9.790, p &lt; 0.001, η&#178; = 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Language Teachers
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      – SubjectFull: Flipped Classroom
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Influence of Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Nigeria
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