Aug 2026· Jurnal Sadewa : Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial· 0 citations
TL;DR
The research findings indicate that ChatGPT enhances the efficiency of academic writing by accelerating information retrieval, idea development, outline creation, and time management, while still requiring students to engage in verification, paraphrasing, and the use of scholarly sources.
Abstract
Advances in artificial intelligence (AI) technology, particularly ChatGPT, have transformed students’ scientific writing practices, including those in the History Education Program at the Faculty of Social Sciences, Gorontalo State University. Although it facilitates access to information and the drafting of academic papers, its use has also raised concerns about the quality of students’ historical thinking. This study aims to analyze the efficiency of using ChatGPT in academic writing and its impact on the depth of students’ historical thinking. The study employs a qualitative approach with a case study design. The research participants consist of 8 students and 2 faculty members selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and were subsequently analyzed using thematic analysis. The research findings indicate that (1) ChatGPT enhances the efficiency of academic writing by accelerating information retrieval, idea development, outline creation, and time management, while still requiring students to engage in verification, paraphrasing, and the use of scholarly sources. (2) The use of ChatGPT has a dualistic impact on the depth of historical thinking: it supports initial exploration and the construction of academic narratives, but has the potential to weaken students’ ability to critically evaluate sources, interpret information, and construct evidence-based arguments if used without reflection and independent analysis. Therefore, ChatGPT should be positioned as a learning tool that supports efficiency without replacing students’ historical thinking skills.
Results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile.
Nur Huslinda Che Mat., Nur Maizura Lin, Suzana Hamzah et al.· International journal of res...· 0 citations
Mastering academic writing is a complex cognitive process requiring students to plan, translate ideas into text, and review their work. Recently, artificial intelligence tools like ChatGPT have become popular for supporting these demanding tasks. While students use these tools to generate ideas and improve language, concerns exist regarding their continued engagement in essential cognitive writing stages. Therefore, this study explores undergraduate learners’ perceptions of the relationship between ChatGPT usage and their writing processes. A quantitative survey design was employed, collecting data through a three-section questionnaire. The study involved 162 undergraduate respondents from various academic clusters. Overall findings indicated no significant gender differences in ChatGPT usage and writing processes, though significant differences emerged among academic clusters. Additionally, correlation analysis revealed a strong positive relationship between ChatGPT use and the planning and translating stages of writing. Despite relying on the tool for drafting, students maintained critical thinking by actively verifying AI-generated information. These findings suggest that educators should transition from restricting AI tools to teaching AI literacy. Guiding students to responsibly use and evaluate AI texts will support the development of their independent cognitive skills alongside modern educational technology.
Muhammad Wajihuddin bin Johari, Noran Nur Munira Khalili, Nur Zafirah Binti Zainol et al.· International journal of res...· 0 citations
Investigating learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
The findings suggest that the use of ChatGPT may be associated with changes in students’ motivation toward academic writing and highlight the importance of promoting balanced and responsible use of AI tools in educational contexts.
Astriana Talango, Nonny Basalama, D. Dama· Research Review: Jurnal Ilmi...· 0 citations
The integration of generative artificial intelligence (AI) tools such as ChatGPT has transformed
writing instruction by providing immediate assistance in idea generation, organization, and
language refinement. While these capabilities may enhance writing performance, concerns
remain regarding their potential influence on students’ critical thinking skills, particularly
among learners who rely heavily on AI-generated outputs. This study examined the influence of
ChatGPT on the critical thinking skills in writing of Grade 10 students in the Schools Division
of Calbayog City, Philippines. Specifically, it categorized students as reliant or non-reliant users
of ChatGPT, described their demographic profiles in terms of number of available gadgets,
internet connectivity, socio-economic status, and geographic location, determined the
relationship between ChatGPT reliance and these demographic variables, and compared the
critical thinking skills in writing of the two groups. A descriptive-comparative research design
was employed involving 342 Grade 10 students selected through stratified random sampling
from sixteen public secondary schools. Data were collected using a researcher-developed
ChatGPT Reliance Scale and the Paul and Elder Critical Thinking in Writing Rubric.
Descriptive statistics, Chi-square test of independence, and Mann–Whitney U test were used for
data analysis. Results revealed that most participants were classified as ChatGPT-reliant
learners. Among the demographic variables, only socio-economic status demonstrated a
statistically significant relationship with ChatGPT reliance, whereas the number of available
gadgets, internet connectivity, and geographic location showed no significant association.
Furthermore, non-reliant learners demonstrated significantly higher levels of critical thinking in
writing than reliant learners. The findings suggest that although ChatGPT can serve as a valuable
instructional support tool, excessive reliance may hinder the development of independent
reasoning and critical thinking in writing. The study underscores the need for structured and
ethical AI integration in English instruction and supports the development of policies and
instructional practices that promote responsible AI use while strengthening students’ critical
thinking skills.
Unknown authors· International Journal of Lan...· 0 citations
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