Students’ Perception on The Use Of ChatGPT in Research Writing
Abstract
The integration of Artificial Intelligence in education has transformed how students engage with academic tasks, particularly in research writing. Among various AI applications, ChatGPT has emerged as a widely used language model that assists students in generating, organizing, and refining research writing process. This study investigates students’ perceptions and behavioral intentions toward using ChatGPT in academic research writing, employing the Technology Acceptance Model as the analytical framework. A quantitative survey design was implemented involving 205 undergraduate students from the English Education Study Program at Tanjungpura University, representing the batch of 2020 to 2022. Data were collected through a 20 item online questionnaire using a five-point Likert scale and analyzed using descriptive statistics including means and standard deviations. The findings show consistently high perceptions across all constructs of the model, with Perceived Usefulness (M = 3.80, SD = 1.05), Perceived Ease of Use (M = 3.78, SD = 1.00), Attitude Toward Usage (M = 3.79, SD = 1.02), and Behavioral Intention (M = 3.96, SD = 0.97), all categorized as high. These results indicate that students find ChatGPT beneficial, easy to use, and supportive in enhancing writing quality and productivity. The results also suggest a strong intention to continue using AI tools for academic writing, reinforcing the relevance of the Technology Acceptance Model in the higher education context. This study concludes by emphasizing the importance of promoting ethical AI literacy and critical engagement to ensure that ChatGPT complements, rather than replaces, students’ intellectual and creative efforts.
Keywords
Full Text:
PDFReferences
Algaraady, J., & Mahyoob, M. (2023). ChatGPT’s Capabilities in Spotting and Analyzing Writing Errors Experienced by EFL Learners. Arab World English Journal, 9, 3–17. https://doi.org/10.24093/awej/call9.1
Almohtadi, R. M., & Aldarabah, I. T. (2021). University Students’ Attitudes toward the Formal Integration of Facebook in their Education: Investigation Guided by Rogers’ Attributes of Innovation. World Journal of Education, 11(1), 20. https://doi.org/10.5430/wje.v11n1p20
Alqadi, R., Alrbaiyan, A., Alrumayyan, N., Alqahtani, N., & Najjar, A. B. (2023). Exploring the User Experience and the Role of ChatGPT in the Academic Writing Process. Proceedings - 2023 Congress in Computer Science, Computer Engineering, and Applied Computing, CSCE 2023, 1082–1089. https://doi.org/10.1109/CSCE60160.2023.00180
Alsaweed, W., & Aljebreen, S. (2024). Investigating the Accuracy of ChatGPT as a Writing Error Correction Tool. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1–18. https://doi.org/10.4018/IJCALLT.364847
Ammari, T., Chen, M., Zaman, S. M. M., & Garimella, K. (2025). How Students (Really) Use ChatGPT: Uncovering Experiences Among Undergraduate Students. Journal of the ACM, 37(4). http://arxiv.org/abs/2505.24126
Chen, C., Ishfaq, M., Ashraf, F., Sarfaraz, A., & Wang, K. (2022). Mediating Role of Optimism Bias and Risk Perception Between Emotional Intelligence and Decision-Making: A Serial Mediation Model. Frontiers in Psychology, 13(June), 1–9. https://doi.org/10.3389/fpsyg.2022.914649
Cheng, A., Calhoun, A., & Reedy, G. (2025). Artificial intelligence-assisted academic writing: recommendations for ethical use. Advances in Simulation, 10(1), 1–9. https://doi.org/10.1186/s41077-025-00350-6
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290342
Devi, M., Sriwi, T., Naibaho, A., Handayani, S., Sihite, B., & Hartati, R. (2025). The Role of ChatGPT in Enhancing Paraphrasing Skills to Minimize Plagiarism in Student Assignments. 2(1), 565–572.
Dong, Y. (2023). Revolutionizing Academic English Writing through AI-Powered Pedagogy: Practical Exploration of Teaching Process and Assessment. Journal of Higher Education Research, 4(2), 52. https://doi.org/10.32629/jher.v4i2.1188
Eka Fajar Rahmani. (2023). Undergraduate Students‘ Perceptions on Quillbot Paraphrasing Tool. Scripta : English Department Journal, 10(2), 182–190. https://doi.org/10.37729/scripta.v10i2.3674
Emran, A. Q., Mohammed, M. N., Saeed, H., Abu Keir, M. Y., Alani, Z. N., & Mohammed Ibrahim, F. (2024). Paraphrasing ChatGPT Answers as a Tool to Enhance University Students’ Academic Writing Skills. 2024 ASU International Conference in Emerging Technologies for Sustainability and Intelligent Systems, ICETSIS 2024, January, 501–505. https://doi.org/10.1109/ICETSIS61505.2024.10459386
Getchell, Kristen M, Carradini, Stephen, Cardon, Peter W, Fleischmann, Carolin, Ma, Haibing, Aritz, Jolanta, & Stapp, James. (2022). Artificial Intelligence in Business Communication: The Changing Landscape of Research and Teaching. Business and Professional Communication Quarterly, 85(1), 7–33. https://doi.org/10.1177/23294906221074311
Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2). https://doi.org/10.30935/cedtech/13036
Hasanah, U., & Nurcholis, I. A. (2024). English Education Students’ Perception of the Use of ChatGPT in Writing Articles. Pubmedia Jurnal Pendidikan Bahasa Inggris, 1(2), 10. https://doi.org/10.47134/jpbi.v1i2.298
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 5(March), 100145. https://doi.org/10.1016/j.cmpbup.2024.100145
Koc, V. (2025). Generative AI and Large Language Models in Language Preservation: Opportunities and Challenges. 1–9. http://arxiv.org/abs/2501.11496
Kushwaha, A., Ravindra, & Ahmad, S. (2024). Transforming Learning: The Power of Educational Technology (Issue June). https://www.researchgate.net/publication/381408076
Launonen, P., Talalakina, E., & Dubova, G. (2024). Students’ Perceptions of Using ChatGPT for Academic Writing in English. Półrocznik Językoznawczy Tertium, 9(1), 219–249. https://doi.org/10.7592/tertium.2024.9.1.274
Lin, T., Zhang, J., & Xiong, B. (2025). Effects of Technology Perceptions, Teacher Beliefs, and AI Literacy on AI Technology Adoption in Sustainable Mathematics Education. Sustainability (Switzerland), 17(8), 1–35. https://doi.org/10.3390/su17083698
Lingard, L. (2023). Writing with ChatGPT: An Illustration of its Capacity, Limitations & Implications for Academic Writers. Perspectives on Medical Education, 12(1), 261–270. https://doi.org/10.5334/pme.1072
Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence-written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 74(5), 570–581. https://doi.org/10.1002/asi.24750
Malik, M. A., Amjad, A. I., Aslam, S., & Fakhrou, A. (2024). Global insights: ChatGPT’s influence on academic and research writing, creativity, and plagiarism policies. Frontiers in Research Metrics and Analytics, 9(November 2018). https://doi.org/10.3389/frma.2024.1486832
Manisha Rajesh Gupta. (2024). ChatGPT-A Generative Pre-Trained Transformer. International Journal of Advanced Research in Science, Communication and Technology, 590–595. https://doi.org/10.48175/ijarsct-15087
Miah, A. S. M., Tusher, M. M. R., Hossain, M. M., Hossain, M. M., Rahim, M. A., Hamid, M. E., Islam, M. S., & Shin, J. (2024). ChatGPT in Research and Education: Exploring Benefits and Threats. 1–38. http://arxiv.org/abs/2411.02816
Minkovska, D., Antonova, E., Koparanov, K., & Nakov, P. (2024). An Approach to Investigating Plagiarism in Artificial Intelligence Content. https://doi.org/10.1109/COMSCI63166.2024.10778522
Morcillo, A. M. (2023). Descriptive statistics : Organizing, summarizing, describing, and presenting data. Research Gate, November, 17. https://doi.org/10.13140/RG.2.2.31782.91203
Ngo, T. T. A. (2023). The Perception by University Students of the Use of ChatGPT in Education. International Journal of Emerging Technologies in Learning, 18(17), 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Oktafiandi, R., Sofian, S., & Rezeki, Y. S. (2024). Analysis on the Problems in Writing References of Undergraduate Students’ Research Proposal. Journal of English as a Foreign Language Education (JEFLE), 2(2), 53. https://doi.org/10.26418/jefle.v2i2.51586
Rahman, G. (2025). AI-generated text in academic writing : Balancing structural proficiency and intellectual autonomy. 8(4), 819–831. https://doi.org/10.53894/ijirss.v8i4.7953
Rahmayanti, S., Ivone, F. M., Tresnadewi, S., & Nomnian, S. (2025). EFL postgraduate students ’ adoption and experiences of chatbot-assisted academic writing. 10(1). https://doi.org/10.21070/jees.v10i1.1894
Raju, V., & Harinarayana, N. S. (2016). Online survey tools: A case study of Google Forms. Scientific, Computational & Information Research Trends in Engineering, January 2016, 1. https://www.researchgate.net/publication/326831738
Rezeki, Y. S. (2018). Analysis of Efl Students’ Citation Practices and Problems in Academic Writing. International Journal of Educational Best Practices, 2(1), 62. https://doi.org/10.31258/ijebp.v2n1.p62-72
Rudikowa, L., Myslivec, O., Sobolevsky, S., Nenko, A., & Savenkov, I. (2019). The development of a data collection and analysis system based on social network users’ data. Procedia Computer Science, 156, 194–203. https://doi.org/10.1016/j.procs.2019.08.195
Rukiati, E., Wicaksono, J. A., Taufan, G. T., & Suharsono, D. D. (2023). AI on Learning English: Application, Benefit, and Threat. Journal of Language, Communication, and Tourism, 1(2), 32–40. https://doi.org/10.25047/jlct.v1i2.3967
Salam, U. (2024). The Integration of ChatGPT in English for Foreign Language Course: Elevating AI Writing Assistant Acceptance. Computers in the Schools, December. https://doi.org/10.1080/07380569.2024.2446239
Sarraf, A., & Abbaspour, A. (2023). ChatGPT Application In Summarizing An Evolution Of Deep Learning Techniques In Imaging: A Qualitative Study. http://arxiv.org/abs/2312.03723
Schneider, I., & Schwarz, N. (2017). Mixed feelings: the case of ambivalence. Current Opinion in Behavioral Sciences, 15, 39–45. https://doi.org/10.1016/j.cobeha.2017.05.012
Schneider, S., & Stone, A. A. (2016). The meaning of vaguely quantified frequency response options on a quality of life scale depends on respondents’ medical status and age. Quality of Life Research, 25(10), 2511–2521. https://doi.org/10.1007/s11136-016-1293-7
Setyani, E. D., Bunau, E., & Rezeki, Y. S. (2023). The Influence of Grammarly towards Indonesian EFL Students’ First-Degree Thesis Writing Confidence. Elsya : Journal of English Language Studies, 5(1), 54–67. https://doi.org/10.31849/elsya.v5i1.6773
Sindi Septia Hasnida, Ridho Adrian, & Nico Aditia Siagian. (2023). Tranformasi Pendidikan Di Era Digital. Jurnal Bintang Pendidikan Indonesia, 2(1), 110–116. https://doi.org/10.55606/jubpi.v2i1.2488
Sophomore Talle Vacalares, Elmar Clarin, Reyniel Lapid, Michael Malaki, Vensar Plaza, & Madjid Barcena. (2023). Factors affecting the writing skills of the education students: A descriptive study. World Journal of Advanced Research and Reviews, 18(2), 1192–1201. https://doi.org/10.30574/wjarr.2023.18.2.0931
Taherdoost, H. (2020). Different Types of Data Analysis ; Data Analysis Methods and Techniques in Research Projects Authors Hamed Taherdoost To cite this version : HAL Id : hal-03741837 Different Types of Data Analysis ; Data Analysis Methods and Techniques in Research Projects. International Journal of Academic Research in Management (IJARM), 9(1), 1–9.
Teel, Z., Wang, T., & Lund, B. (2024). ChatGPT conundrums. June 2023, 205–208.
Thelma, C., Sain, H., Shogbesan, O., Phiri, V., & Akpan, M. (2024). Ethical Implications of AI and Machine Learning in Education : A Systematic Analysis. 03(01), 1–13.
Tiwari, L. (2023). Key Elements of the Research Proposal. Journal of Nepalese Management and Research, 5(1), 100–108. https://doi.org/10.3126/jnmr.v5i1.61388
Urai Salam, Aunurrahman, Warneri, Haratua Tiur Maria, & Venny Karolina. (2024). Examining the Acceptance of Artificial Intelligence in Writing Publications Among Senior High School Teachers in Singkawang. ABDIMAS: Jurnal Pengabdian Masyarakat, 7(1), 305–313. https://doi.org/10.35568/abdimas.v7i1.4188
Uwosomah, E. E., & Dooly, M. (2025). It Is Not the Huge Enemy: Preservice Teachers’ Evolving Perspectives on AI. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020152
Venkatesh, V. (2015). Technology Acceptance Model And The Unified Theory Of Acceptance And Use Of Technology. In Manag. Inf. Syst. (Vol. 7). https://doi.org/10.1002/9781118785317.weom070047
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of english as a second or foreign language. Journal of Second Language Writing, 62(October), 101071. https://doi.org/10.1016/j.jslw.2023.101071
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
DOI: https://doi.org/10.31004/jele.v%25vi%25i.1610
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Dominikus Yeki, Eusabinus Bunau, Yanti Sri Rezeki
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
