2026· International journal of research and innovation in social science· 0 citations
TL;DR
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.
Abstract
The increasing use of generative artificial intelligence (AI), particularly ChatGPT, has transformed academic writing in higher education by supporting idea generation, drafting, revision, and language improvement. However, limited research has examined learners’ perceptions of ChatGPT across different stages of the writing process. Therefore, this study investigated learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages. This quantitative survey study involved 186 tertiary students selected through convenience sampling. Data were collected using a 43-item five-point Likert scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024), comprising three sections: demographic profile, writing process, and ChatGPT. The findings revealed that learners generally perceived ChatGPT positively and reported positive perceptions towards all three writing stages. Correlation analysis showed a moderate significant positive relationship between ChatGPT and planning, as well as weak significant positive relationships between ChatGPT and translating and reviewing. The findings 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. The study provides insights for the effective and responsible integration of ChatGPT in higher education writing instruction.
Findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
Amirah Athirah Amir Yazid, N. Hasni, M. S. Y. Shak et al.· International journal of res...· 0 citations
This study examined the association between ChatGPT use and self-reported academic writing development and explored students’ perceptions of its role across the planning, drafting, revising, and editing stages. A quantitative-priority explanatory sequential mixed-methods design was employed at one university in Batam, Indonesia. Using purposive sampling, questionnaire data were collected from 80 English Education students who had completed an academic writing course and used ChatGPT for writing tasks. Eight respondents with different ChatGPT-use profiles subsequently participated in semi-structured interviews. The quantitative results showed that higher composite ChatGPT-use scores were significantly associated with higher self-reported academic writing scores, explaining 60.1% of the variance. Based on the eight interviews, participants perceived ChatGPT as a source of support for idea generation, text organization, language refinement, revision, efficiency, and confidence. They also emphasized the importance of verifying information, evaluating AI-generated suggestions critically, maintaining authorship, and avoiding excessive dependence. These findings indicate an association between ChatGPT use and perceived writing outcomes rather than objectively measured or causal improvement. The interpretation is limited by the one-institution purposive sample, cross-sectional design, and reliance on self-reported data. Pedagogically, the findings suggest that verification practices, critical evaluation, academic integrity, and learner autonomy warrant further consideration in AI-assisted writing instruction.
Unknown authors· Datokarama English Education...· 0 citations
This study investigates EFL students’ perceptions of ChatGPT’s impact on academic writing at the University of Economics, Da Nang, Vietnam, focusing on idea development, idea expansion, logical organisation, and the use of discourse markers. A mixed-methods design was used to examine both general trends and detailed learner perspectives. Quantitative data were collected through a Likert-scale questionnaire administered to 134 B1-level students, while semi-structured interviews were conducted with 10 participants selected from the survey sample. The findings indicate moderately positive to positive perceptions of ChatGPT’s contribution to writing content, particularly in idea generation, idea expansion, and textual organisation. Interview participants expressed greater confidence in its benefits than survey respondents. However, both data sources raised concerns about over-reliance on AI, weakened writing autonomy, and possible declines in idea quality. Among these concerns, the threat to students’ writing independence was considered the most significant. Overall, ChatGPT was perceived as a valuable tool for supporting academic writing, but unregulated use may hinder the development of independent writing skills. The study therefore highlights the need for pedagogically informed AI integration that maintains established writing standards, encourages critical evaluation of AI-generated content, and promotes learner autonomy in EFL writing instruction.
Unknown authors· Proceedings of International...· 0 citations
Examination of the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage shows positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain 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
This study examines Korean EFL undergraduates’ use of ChatGPT-generated feedback in a general education English writing course at a Korean university, focusing on learner perceptions, reflection depth, and independent writing performance. Sixty students completed an anonymous perception survey measuring affective evaluation of ChatGPT feedback and cognitive awareness of AI limitations. In addition, a subset of 36 students with complete reflection texts and final writing task scores was included in the reflection-performance analysis. The reflections were coded using a three-level rubric, and scores from the final writing task were used as an indicator of independent writing performance. The results revealed a mismatch between students’ positive evaluations of ChatGPT feedback and their relatively limited awareness of AI limitations. Although students showed relatively high affective evaluations, their cognitive awareness was lower, and the two dimensions were not significantly correlated. This suggests that favorable attitudes toward ChatGPT feedback did not necessarily correspond to a critical understanding of its limitations. Reflection analysis further showed that many students engaged with ChatGPT feedback at a descriptive level, while fewer demonstrated analytical or critical reflection. In addition, reflection depth showed a marginal positive association with independent writing performance (ρ = .320, p = .057), which can be interpreted as a tentative tendency. Overall, the findings suggest that positive perceptions of ChatGPT feedback alone are not sufficient to ensure critical engagement or independent writing development, highlighting the need for structured pedagogical scaffolding that helps EFL learners evaluate, interpret, and selectively apply AI-generated feedback in general education writing contexts.
Goun Lee· The Korean Association of Ge...· 0 citations
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