Jul 2026· Technology in Language Teaching & Learning· 2 citations
TL;DR
How ChatGPT was used in an Uzbek university academic writing course and what tensions shaped students' movement from AI assistance toward appropriation are examined, suggesting that ChatGPT-mediated writing development depends not only on tool access but also on pedagogical mediation that helps learners evaluate, regulate, and explain AI-supported writing decisions.
Abstract
Generative artificial intelligence has created new possibilities for supporting second language academic writing, but less is known about how learners take up such support within ordinary writing instruction. Drawing on Activity Theory, this qualitative classroom-based case study examined how ChatGPT was used in an Uzbek university academic writing course and what tensions shaped students' movement from AI assistance toward appropriation. The participants were 10 first-year EFL students majoring in English literature and English language teaching at Fergana State University. Across a ten-week course, data were collected through a background questionnaire, baseline writing task, six AI-mediated writing tasks, ChatGPT interaction logs, draft-revision pairs, reflective writing logs, semi-structured interviews, stimulated recall interviews, and teacher field notes. Thematic analysis identified three themes. First, students initially used ChatGPT as a substitute for difficult writing work, especially for paragraph generation, correction, and rewriting, but gradually developed more task-specific uses. Second, ChatGPT created a tension between convenience and learning responsibility, as it helped students produce more fluent paragraphs while sometimes weakening control over meaning, authorship, and revision decisions. Third, teacher mediation, including AI-use rules, prompt modeling, feedback, reflection, and classroom dialogue, helped regulate AI use. The findings suggest that ChatGPT-mediated writing development depends not only on tool access but also on pedagogical mediation that helps learners evaluate, regulate, and explain AI-supported writing decisions.
This study aimed to investigate how university students use ChatGPT throughout the English writing process and how AI-assisted interaction influences their writing revisions. Using a qualitative inquiry, the study involved 30 university students who had used ChatGPT for English writing tasks at least three times. Data were collected asynchronously through pre- and post-ChatGPT writing drafts, structured reflection journals, prompt logs, and written follow-up responses from selected participants, and were analyzed thematically with triangulation to enhance trustworthiness. The findings revealed that students mainly used ChatGPT during the revising and editing stages rather than for idea generation. They engaged critically with AI-generated suggestions by selectively accepting or modifying them to preserve their own voice, examples, and contextual relevance. Draft comparisons showed an average increase of 14.3% in essay length, along with more developed sentences and conclusions, reflecting improvements in grammar, vocabulary, and organization. These findings suggest that ChatGPT functions as a supportive revision tool rather than a replacement for students' writing and provide implications for integrating generative AI into English writing instruction while promoting AI literacy and responsible AI use in higher education.
Rian Erlangga, Ratna Andhika Mahaputri, Haris Budiana· Journal of Educational Manag...· 0 citations
Mastering academic writing is a complex cognitive process requiring students to plan, translate ideas into text, and review their work. Recently, artificial intelligence tools like ChatGPT have become popular for supporting these demanding tasks. While students use these tools to generate ideas and improve language, concerns exist regarding their continued engagement in essential cognitive writing stages. Therefore, this study explores undergraduate learners’ perceptions of the relationship between ChatGPT usage and their writing processes. A quantitative survey design was employed, collecting data through a three-section questionnaire. The study involved 162 undergraduate respondents from various academic clusters. Overall findings indicated no significant gender differences in ChatGPT usage and writing processes, though significant differences emerged among academic clusters. Additionally, correlation analysis revealed a strong positive relationship between ChatGPT use and the planning and translating stages of writing. Despite relying on the tool for drafting, students maintained critical thinking by actively verifying AI-generated information. These findings suggest that educators should transition from restricting AI tools to teaching AI literacy. Guiding students to responsibly use and evaluate AI texts will support the development of their independent cognitive skills alongside modern educational technology.
Muhammad Wajihuddin bin Johari, Noran Nur Munira Khalili, Nur Zafirah Binti Zainol et al.· International journal of res...· 0 citations
Abstract In the last few decades, data-driven learning and generative artificial intelligence (AI) applications have become increasingly visible in academic writing instruction. The data-driven learning approach promotes students’ lexical and morphological awareness by encouraging them to explore language in context, while generative AI tools offer new possibilities for idea generation, text development, and linguistic feedback. However, limited process-based studies exist on how these two approaches work together in collaborative writing in the classroom and how teacher guidance shapes this process. This study aims to explore how B2-level students enrolled in a university preparatory program use data-driven learning and generative AI tools in the collaborative opinion essay writing process. Designed as a qualitative classroom-based case study, the research was conducted over a seven-week module. Structured student diaries, teacher journals and semi-structured interviews were used in the data collection process. Findings indicate that tool use was constructed through peer negotiation and teacher mediation. Students used generative AI for idea generation and corpus tools for lexical verification and contextual checking. The study highlights the critical role of pedagogical design and teacher facilitation in DDL-AI-assisted writing instruction.
Buse Uzuner· Digital Studies in Language...· 0 citations
Generative AI tools are becoming common in language education, but their use in EFL writing classes still needs careful guidance. This study examines how ChatGPT supports self-regulated writing in an EFL classroom, with a focus on the performance phase. Ten Vietnamese EFL university leaners at A2–B1 level completed a short classroom-based writing activity. They wrote an initial draft, used a self-monitoring checklist, interacted with ChatGPT through focused prompts, recorded their revision decisions, and produced a revised draft. The data included initial and revised drafts, prompt logs, self-monitoring checklists, revision decision logs, and short reflections. The findings show that ChatGPT helped learners check clarity, coherence, grammar, vocabulary, and sentence expression while writing. The mean writing score increased slightly from 6.60 to 6.96. However, the improvement was limited and was mainly found at the sentence level. Some learners also depended on ChatGPT suggestions when they lacked confidence. The study suggests that ChatGPT can support drafting and self-monitoring during the performance phase when it is used with teacher guidance, focused prompts, and clear revision tasks.
Tuong Thi Xuan Thu, Dang Thi Kim Giao· Journal of Social Science an...· 0 citations
Writing is an essential skill in English as a Foreign Language (EFL) learning, particularly in developing students’ ability to produce narrative texts. This study aims to explore English teachers’ perspectives on the use of ChatGPT as a writing assistant in narrative writing instruction and to identify its perceived benefits and challenges. A qualitative study employing a basic interpretative design was conducted with five English teachers selected through purposive sampling based on their experience using ChatGPT in teaching. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers perceive ChatGPT as a valuable tool for supporting students’ idea generation, language development, and understanding of narrative text structure. It also assists teachers in preparing instructional materials and facilitating classroom activities. However, teachers also reported challenges, including students’ over-reliance on ChatGPT, ethical concerns related to plagiarism, difficulties in monitoring responsible use, and the potential reduction of students’ critical thinking skills. These findings imply that ChatGPT can effectively support narrative writing instruction when integrated with appropriate pedagogical guidance, ethical awareness, and teacher supervision to promote meaningful and responsible learning.
The integration of artificial intelligence into higher education has made chatbot AI such as ChatGPT, Gemini, and Perplexity common tools used by students in academic writing, yet research on student satisfaction toward their use in the Indonesian EFL context remains limited, as most previous studies emphasized effectiveness rather than affective and pedagogical factors. Therefore, this study focused on the satisfaction of English Language Education students at Ganesha University of Education (Undiksha) toward the use of chatbot AI as an assistive tool in academic writing, and on how specific aspects of chatbot based writing support, namely grammar assistance, idea development, feedback quality, and ease of use, influenced that satisfaction. This study employed a basic qualitative approach involving 10 students from the English Language Education Study Program at Universitas Pendidikan Ganesha (Undiksha). Participants were selected using purposive sampling with criterion-based selection based on their experience in using chatbot AI for academic writing. Data were collected through semi structured, in depth interviews with ten students selected using criterion-based selection. The interview recordings were transcribed verbatim and then analyzed using thematic analysis, resulting in three main themes, namely positive but conditional satisfaction, chatbot based writing support as the main source of satisfaction, and critical user control as the boundary of satisfaction. The findings showed that students were generally satisfied because chatbot AI helped them generate ideas, organize writing, correct grammar, obtain feedback, revise sentences, and find references quickly and practically. However, this satisfaction was conditional because students still needed to verify, revise, and control AI output that could be inaccurate or too general. This study concludes that chatbot AI facilitates academic writing and increases student satisfaction when it is used critically and responsibly as a supporting tool, rather than as a replacement for students’ own thinking and writing ability.
ABSTRAK
Integrasi kecerdasan buatan dalam pendidikan tinggi telah menjadikan chatbot AI seperti ChatGPT, Gemini, dan Perplexity sebagai alat bantu yang umum digunakan mahasiswa dalam penulisan akademik. Namun penelitian mengenai kepuasan mahasiswa terhadap penggunaannya dalam konteks EFL di Indonesia masih terbatas karena sebagian besar kajian sebelumnya lebih menekankan efektivitas daripada faktor afektif dan pedagogis. Oleh karena itu, penelitian ini berfokus pada kepuasan mahasiswa Pendidikan Bahasa Inggris di Universitas Pendidikan Ganesha (Undiksha) terhadap penggunaan chatbot AI sebagai alat bantu dalam penulisan akademik, serta bagaimana aspek spesifik dari dukungan penulisan berbasis chatbot, yaitu bantuan tata bahasa, pengembangan ide, kualitas umpan balik, dan kemudahan penggunaan, memengaruhi kepuasan tersebut. Penelitian ini menggunakan pendekatan kualitatif dasar dengan melibatkan 10 mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha (Undiksha). Partisipan dipilih menggunakan teknik purposive sampling dengan criterion-based selection berdasarkan pengalaman mereka dalam menggunakan chatbot AI untuk penulisan akademik. Data dikumpulkan melalui wawancara semi terstruktur dan mendalam terhadap sepuluh mahasiswa yang dipilih menggunakan purposive sampling berbasis kriteria. Rekaman wawancara ditranskripsi secara verbatim, kemudian dianalisis menggunakan analisis tematik hingga menghasilkan tiga tema utama, yaitu kepuasan positif namun bersyarat, dukungan penulisan berbasis chatbot sebagai sumber utama kepuasan, dan kontrol kritis pengguna sebagai batas kepuasan. Hasil penelitian menunjukkan bahwa mahasiswa secara umum merasa puas karena chatbot AI membantu mereka menghasilkan ide, menyusun tulisan, memperbaiki tata bahasa, memperoleh umpan balik, merevisi kalimat, dan mencari referensi secara cepat dan praktis. Namun, kepuasan tersebut bersifat bersyarat karena mahasiswa tetap perlu memverifikasi, merevisi, dan mengontrol keluaran AI yang dapat tidak akurat atau terlalu umum. Penelitian ini menyimpulkan bahwa chatbot AI memfasilitasi penulisan akademik dan meningkatkan kepuasan mahasiswa ketika digunakan secara kritis dan bertanggung jawab sebagai alat pendukung, bukan sebagai pengganti pemikiran dan kemampuan menulis mahasiswa.
I. D. G. D. S. Udayana, Ni Nyoman Padmadewi, I. Kusuma· LEARNING Jurnal Inovasi Pene...· 0 citations