Exploring ChatGPT and the Thinking Process in Writing

Abstract

In today’s world, the use of artificial intelligence tools such as ChatGPT, Gemini, and Perplexity has transformed the landscape of academic writing and learning. It is seen as something that is indispensable in both academic and non-academic settings. This study examined the relationship between ChatGPT use and the thinking process in writing among undergraduates. Specifically, the study investigated differences based on gender and academic discipline and examined learners' perceptions of the phonological loop, episodic buffer, visuo-spatial sketchpad, and ChatGPT. The study also explored the relationship between ChatGPT and the thinking process in writing. Data were collected from 127 university students using purposive sampling through a structured questionnaire. This study stems from the Working Memory Theory by Baddeley and Hitch (1974). The study investigates three components of the thinking process in writing: the phonological loop, the episodic buffer, and the visuo-spatial sketchpad. The instrument consisted of three sections, including the demographic profile, and this five-point Likert scale questionnaire was adapted from Raoofi et al. (2017) and Youssef et al. (2024). Data were analysed using SPSS, and the findings revealed no statistically significant differences in ChatGPT usage and the thinking processes in writing across gender and disciplines. Respondents demonstrated positive perceptions towards the use of metacognitive, effort regulation, and cognitive strategies in writing, alongside favourable perceptions of ChatGPT in supporting critical thinking, academic achievement, and engagement. It is implied that ChatGPT may function as a useful tool in the writing process for students, and future studies may explore the long-term effects of AI-assisted writing on students’ independent writing abilities.