Jul 2026· World Journal of English Language· 0 citations
Abstract
This paper aims to investigate the benefits and drawbacks of ChatGPT in the context of EFL writing in Saudi Arabia. Forty-seven university students were selected to participate in the study voluntarily. To combine the depth of qualitative responses with the breadth of quantitative data, they responded to a survey and follow-up interviews. The dataset included both quantitative and qualitative data, which strengthened the scope of analysis. The findings showed that the participants perceived ChatGPT as a helpful tool for improving grammatical structures and vocabulary. Nonetheless, there is less impact on motivation and confidence. Perceptions varied by gender, discipline, and experience with use. The frequency of use strongly correlated with the perceived usefulness of ChatGPT. The interview yielded results supporting ChatGPT’s role in enhancing writing accuracy, organization, and self-confidence. Findings also raised some concerns about the output generated by ChatGPT and its potential for overreliance. Based on the findings, the study suggests teacher training on the responsible use of AI tools for writing skills. Some implications and areas of further research were also put forward at the end of the study.
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
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
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
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
This study aimed to investigate how university students use ChatGPT throughout the English writing process and how AI-assisted interaction influences their writing revisions. Using a qualitative inquiry, the study involved 30 university students who had used ChatGPT for English writing tasks at least three times. Data were collected asynchronously through pre- and post-ChatGPT writing drafts, structured reflection journals, prompt logs, and written follow-up responses from selected participants, and were analyzed thematically with triangulation to enhance trustworthiness. The findings revealed that students mainly used ChatGPT during the revising and editing stages rather than for idea generation. They engaged critically with AI-generated suggestions by selectively accepting or modifying them to preserve their own voice, examples, and contextual relevance. Draft comparisons showed an average increase of 14.3% in essay length, along with more developed sentences and conclusions, reflecting improvements in grammar, vocabulary, and organization. These findings suggest that ChatGPT functions as a supportive revision tool rather than a replacement for students' writing and provide implications for integrating generative AI into English writing instruction while promoting AI literacy and responsible AI use in higher education.
Rian Erlangga, Ratna Andhika Mahaputri, Haris Budiana· Journal of Educational Manag...· 0 citations
The rapid development of artificial intelligence (AI) has transformed language learning methods. ChatGPT has become one of the most popular tools in language learning as it can assist learners in different aspects, including generating ideas, checking vocabulary and grammar, improving sentence structure, and revising written work. This study aims to investigate Mandarin writing and ChatGPT through the perspective of sociocultural theory, focusing on the More Knowledgeable Other (MKO), Scaffolding, and the Zone of Proximal Development (ZPD). This quantitative study used a 5-point Likert-scale survey adapted from Vygotsky (1978), Raoofi et al. (2017), and Youssef et al. (2024). A total of 203 Mandarin learners from a local university in Malaysia participated in this study. The findings showed that learners generally perceived ChatGPT as a useful, supportive tool in Mandarin writing. The study also found significant relationships between ChatGPT and MKO, Scaffolding, and ZPD. The result suggests that ChatGPT can be integrated into Mandarin writing tasks as a guided learning tool. However, learners should still think critically to verify ChatGPT responses independently and be actively involved in the whole writing process.
Lim Siew Mei, Lee Ai Chat, C. Ching et al.· International journal of res...· 0 citations
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