ChatGPT in English Academic Writing: Perceptions, Uses, and Challenges of English Education Students

Sarina Londa Mukin, Yanto Yanto, Nur Syamsiyah Ekhsan

Abstract


The increasing use of ChatGPT in higher education has transformed how students complete English academic writing. However, while previous studies have explored general AI use, specific evidence regarding students’ perceptions, patterns of use across writing stages, and challenges within English education contexts remains limited. Therefore, this study aimed to explore English education students’ perceptions of ChatGPT, describe how they used it in completing English academic writing, and identify the practical and ethical challenges they encountered. Employing a qualitative descriptive approach, the study involved 27 third- and fifth-semester students who completed a questionnaire. From this group, 10 participants were selected through purposive sampling for semi-structured interviews. Data were analysed using Miles and Huberman’s stages, where interview transcripts were analysed thematically and compared with questionnaire responses for data verification. The findings showed that students perceived ChatGPT as useful for generating ideas, creating outlines, developing arguments, improving grammar and vocabulary, paraphrasing, and revising texts. However, they reported inaccurate or irrelevant responses, prompt difficulties, dependence, reduced creativity, plagiarism risks, and ethical concerns. ChatGPT can effectively support English academic writing when used critically, responsibly, and with information verification.


Keywords


Chatgpt; Students’ Perceptions; Writing Assignments; Academic Writing; Qualitative Research

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DOI: https://doi.org/10.31004/jele.v11i5.3104

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