University students’ perception of using ChatGPT toward their writing skills
DOI:
https://doi.org/10.22219/celtic.v12i2.42797Abstract
This study investigated students' perceptions of the use of
ChatGPT on their writing skills in the context of learning English
as a Foreign Language (EFL). Using a descriptive qualitative
design supported by quantitative data, 53 students from the
Department of English Language Education at the University of
Riau Islands participated in a questionnaire and semi-structured
interviews. The study findings indicated that students' overall
perception of ChatGPT was moderate (M = 3.57). The highest
mean was found for Perceived Ease of Use (3.75), and the
lowest for Output Quality (3.47). Students with high
perceptions described ChatGPT as an effective, user-friendly,
and motivating writing assistant that enhanced their
productivity, creativity, and confidence in composing academic
texts. In contrast, students with low perceptions tended to be
cautious, emphasizing the importance of originality, critical
thinking, and ethical use. Significantly, the study's findings
validate the application of the Technology acceptability Model
(TAM), namely that students' who perceived ChatGPT as easy
to use were more likely to use and integrate it into their writing
process, while concerns about accuracy reduced acceptance
among students with low perceptions. This study concludes
that while ChatGPT can be a useful tool for improving EFL
students' writing skills, its implementation must be governed by
a pedagogical framework that fosters ethical awareness and
responsible AI literacy. These results offer pedagogical
implications for EFL teachers and curriculum designers in
creating writing instruction that intentionally and morally
incorporates AI tools in higher education contexts, as well as
providing theoretical reinforcement for TAM.
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