TEACHER’S AND STUDENTS’ PERSPECTIVES ON USING CHATGPT AS A TOOL FOR ENHANCING ENGLISH WRITING STRATEGIES: AN EXPLORATORY STUDY

Zulfi Baihaqi, Sonny Elfiyanto, Eko Suhartoyo

Abstract


The rapid development of artificial intelligence (AI) has influenced the use of technology in English language teaching, particularly in academic writing. One AI-based tool that has received significant attention is ChatGPT, which is widely used by students and teachers as a writing assistant. This study aimed to explore teachers’ and students’ perspectives on the use of ChatGPT in enhancing English writing, focusing on perceived usefulness and perceived ease of use based on the Technology Acceptance Model (TAM). This study employed a qualitative approach using a case study design. The participants consisted of one English teacher and two students who had experience using ChatGPT in English writing activities. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that the teacher perceived ChatGPT as a useful tool to support students in generating ideas, developing outlines, and revising their writing, although it should not replace students’ independent thinking. From the students’ perspectives, ChatGPT was perceived as helpful in understanding writing tasks, organizing ideas, and clarifying learning materials. However, both the teacher and students emphasized the importance of careful use, revision, and ethical awareness to avoid overreliance and plagiarism. Overall, the study concludes that ChatGPT can support English writing when it is used responsibly, accompanied by lecturer guidance and students’ critical evaluation.

Keywords: ChatGPT; English writing; teachers’ perspectives; students’ perspectives; Technology Acceptance Model

Full Text:

PDF

References


Anggeraja, M. F. A., Samtidar, A., & Aeni, N. (2024). The use of ChatGPT in enhancing students’ writing ability. Journal of Excellence in English Language Education, 3(3), 396–413. https://ojs.unm.ac.id/JoEELE/article/download/65713/28305

Bella, N. M. C., Umamah, A., & Ismiatun, F. (2025). Using AI writing tools to engage in self-regulated writing: A case study. Jurnal Penelitian, Pendidikan, dan Pembelajaran, 20(8). https://jim.unisma.ac.id/index.php/jp3/article/view/27575

Bibi, Z., & Atta, A. (2024). The role of ChatGPT as AI English writing assistant: A study of students’ perceptions, experiences, and satisfaction. Annals of Human and Social Sciences, 5(1), 433–443. https://doi.org/10.35484/ahss.2024(5-I)39

Božić, V., & Poola, I. (2023). Chat GPT and education. Preprint. https://doi.org/10.13140/RG.2.2.18837.40168

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W., & Creswell, J. D. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069

Huallpa, J. J., Arocutipa, J. F., Huete, L. C., & Limo, F. A. F. (2023). Exploring the ethical considerations of using ChatGPT in university education. Periodicals of Engineering and Natural Sciences, 11(4), 105–115. https://doi.org/10.21533/pen.v11i4.3770

Mabuan, R. A. (2024). ChatGPT and ELT: Exploring teachers’ voices. International Journal of Technology in Education, 7(1), 128–153. https://doi.org/10.46328/ijte.523

Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 9. https://doi.org/10.1186/s40561-024-00295-9

Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153

Nguyen, T. C. (2024). University teachers’ perceptions of using ChatGPT in language teaching and assessment. Proceedings of the AsiaCALL International Conference, 4, 116–128. https://doi.org/10.54855/paic.2349

Soelistiyowati, E., Permatasari, A. N., Nugroho, V. T. A., & Kusmulyadi, A. S. F. (2024). Enhancing college learners’ writing skills through the integration of ChatGPT: Strategies, benefits, and concerns. Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 8(1), 1–23. https://doi.org/10.26858/eralingua.v8i1.53461

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Tyas, E. I., & Darma, E. S. (2017). Pengaruh perceived usefulness, perceived ease of use, perceived enjoyment, dan actual usage terhadap penerimaan teknologi informasi. Reviu Akuntansi Dan Bisnis Indonesia, 1(1), 25–35. https://doi.org/10.18196/rab.010103

Widianingtyas, N., Mukti, T. W. P., & Silalahi, R. M. P. (2023). ChatGPT in language education: Perceptions of teachers—A beneficial tool or potential threat? VELES (Voices of English Language Education Society), 7(2), 279–290. https://doi.org/10.29408/veles.v7i2.20326

Xu, T., & Jumaat, N. F. (2024). ChatGPT-empowered writing strategies in EFL students’ academic writing: Calibre, challenges, and chances. International Journal of Interactive Mobile Technologies, 18(15), 95–114. https://doi.org/10.3991/ijim.v18i15.49219


Refbacks

  • There are currently no refbacks.