Investigating the Relationship between ChatGPT and Writing Strategies

Abstract

Generative artificial intelligence (AI) tools such as ChatGPT provide immediate support for academic writing. However, concerns remain about whether students become dependent on AI rather than actively engaging in the writing process. Previous studies have examined technology adoption and academic writing strategies separately, leaving a gap in understanding how students’ perceptions of ChatGPT affect their active writing strategies. Therefore, this quantitative study examined students’ perceptions of ChatGPT. The study was guided by the Technology Acceptance Model (Davis, 1986) and the Cognitive Process Theory of Writing (Flower & Hayes, 1981). Data was collected from 222 participants using questionnaires. Descriptive statistics and correlational analysis were used to examine students’ perceptions and the relationship between ChatGPT use and writing strategies. The findings indicate that students’ acceptance and use of ChatGPT can coexist with active engagement in self-regulated writing processes. The study highlights the importance of using ChatGPT as an interactive learning support rather than a shortcut. Higher education institutions should guide students in using AI effectively while strengthening their metacognitive, cognitive, and effort-regulation writing strategies.