This study aimed to explore English Education students’ experiences and perceptions of using ChatGPT during the brainstorming stage of research proposal writing at Tadulako University. While previous research has examined the use of artificial intelligence in academic writing more broadly, limited attention has been given to its role in brainstorming research ideas. Using a qualitative case study design, data were collected through semi-structured interviews with 12 students and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five main themes: challenges in brainstorming, ChatGPT as academic support, perceived relational value, developing strategic AI use, and recognizing limitations. Participants reported that ChatGPT helped them generate, develop, and organize research ideas, which increased their confidence and facilitated the proposal writing process. However, they also emphasized the importance of verifying AI-generated information, critically evaluating its responses, and maintaining intellectual autonomy because of concerns about accuracy and reliability. Overall, the findings indicate that ChatGPT can serve as an effective brainstorming support tool for research proposal writing when its use is accompanied by critical thinking, careful verification, and responsible AI practices.
Nurul Hafizatul Isnaini, Darmawan Darmawan, Sukmawati Sadilia et al.· Journal of English language...· 0 citations
This study aimed to describe the speaking difficulties and their underlying causes experienced by English Education students from rural areas at Tadulako University. The study employed a descriptive qualitative research design involving three first-year students of the English Education Study Program who were selected through snowball sampling. Data were collected through semi-structured interviews and supported by documentary evidence. The data were analyzed using Braun Clarke (2006) thematic analysis. The findings revealed that the participants experienced various speaking difficulties, including limited vocabulary, grammatical problems, pronunciation difficulties, hesitation, frequent pauses, and difficulties organizing ideas. The participants also tended to translate their ideas mentally from their first language into English before speaking, which affected their fluency and confidence. Several factors contributed to these difficulties, particularly speaking anxiety, limited opportunities for speaking practice, and minimal exposure to English outside the classroom. The study concludes that students’ speaking difficulties are influenced by both linguistic and non-linguistic factors. Therefore, supportive learning environments and meaningful opportunities for communication are needed to improve their speaking competence and confidence.
Nurlela Nurlela, Mochtar Marhum, Sukmawati Sadilia et al.· Journal of English language...· 0 citations
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