AI-Assisted Writing: Exploring ChatGPT’s Influence on Undergraduate Writing Processes

Abstract

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.