In today’s world, the use of artificial intelligence tools such as ChatGPT, Gemini, and Perplexity has transformed the landscape of academic writing and learning. It is seen as something that is indispensable in both academic and non-academic settings. This study examined the relationship between ChatGPT use and the thinking process in writing among undergraduates. Specifically, the study investigated differences based on gender and academic discipline and examined learners' perceptions of the phonological loop, episodic buffer, visuo-spatial sketchpad, and ChatGPT. The study also explored the relationship between ChatGPT and the thinking process in writing. Data were collected from 127 university students using purposive sampling through a structured questionnaire. This study stems from the Working Memory Theory by Baddeley and Hitch (1974). The study investigates three components of the thinking process in writing: the phonological loop, the episodic buffer, and the visuo-spatial sketchpad. The instrument consisted of three sections, including the demographic profile, and this five-point Likert scale questionnaire was adapted from Raoofi et al. (2017) and Youssef et al. (2024). Data were analysed using SPSS, and the findings revealed no statistically significant differences in ChatGPT usage and the thinking processes in writing across gender and disciplines. Respondents demonstrated positive perceptions towards the use of metacognitive, effort regulation, and cognitive strategies in writing, alongside favourable perceptions of ChatGPT in supporting critical thinking, academic achievement, and engagement. It is implied that ChatGPT may function as a useful tool in the writing process for students, and future studies may explore the long-term effects of AI-assisted writing on students’ independent writing abilities.
Nur Maizura Lin, Puspalata C. Suppiah, Suzana Hamzah et al.· International journal of res...· 0 citations
In the digital age, artificial intelligence tools such as ChatGPT are increasingly used to support writing practices. Grounded in David McClelland‘s Theory of Needs (1965), this study explores writing strategies used by university students as well as their motivational needs to use ChatGPT. The study is based on the notion that by understanding what motivates students to write can inform teaching practice as well as how academic institutions currently expect students to use AI tools. This study employed a quantitative survey approach involving 150 undergraduate students from a public university in Malaysia. The instrument consisted of a five-point Likert-scale questionnaire containing 43 items adapted from established studies on writing strategies and ChatGPT usage. The adapted instrument demonstrated satisfactory validity and strong internal consistency, with Cronbach’s alpha values ranging from .804 to .940. Findings reveal statistically significant differences in the needs of writers by gender (p = 0.005) but not by discipline (p = 0.085). This indicated that all three motivational needs were positively met by the students, showing moderate high levels of engagement. The Need for Achievement had strong positive correlations with Need for Power (r =. 602, p <. in the Present, Need for Autonomy (r = 01) and Affiliation (r =. 568, p <. 01). These results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile. This study has large implications for writing teachers, and curriculum developers, suggesting that the interplay between motivational needs and AI tool usage should be considered when designing writing instruction.
Nur Huslinda Che Mat., Nur Maizura Lin, Suzana Hamzah et al.· International journal of res...· 0 citations