2026· International journal of research and innovation in social science· 0 citations
TL;DR
Findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
Abstract
Academic writing necessitates the deployment of various metacognitive, effort regulation, cognitive, social, and affective strategies. Recently, the integration of artificial intelligence, specifically ChatGPT, has emerged as a digital scaffold designed to guide and assist writers through the composing process. This quantitative study aims to explore the utilization of ChatGPT as an academic scaffold and investigate its correlational relationship with the writing strategies employed by learners. Employing a quantitative survey design, data were collected utilizing a 43-item, 5-point Likert-scale instrument divided into two primary constructs: Writing Strategies and ChatGPT usage. A convenience sample of 95 undergraduate students from Universiti Teknologi MARA (UiTM) Perak Branch participated in the study. Correlation analyses indicated a significant positive association between ChatGPT usage and overall writing strategies. Specifically, a medium positive correlation was identified between ChatGPT usage and metacognitive (r = .358), effort regulation (r = .419), cognitive (r = .385), and affective (r = .491) writing strategies. Conversely, a weak positive correlation was observed concerning social writing strategies (r = .273). These findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
The increasing use of generative artificial intelligence (AI), particularly ChatGPT, has transformed academic writing in higher education by supporting idea generation, drafting, revision, and language improvement. However, limited research has examined learners’ perceptions of ChatGPT across different stages of the writing process. Therefore, this study investigated learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages. This quantitative survey study involved 186 tertiary students selected through convenience sampling. Data were collected using a 43-item five-point Likert scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024), comprising three sections: demographic profile, writing process, and ChatGPT. The findings revealed that learners generally perceived ChatGPT positively and reported positive perceptions towards all three writing stages. Correlation analysis showed a moderate significant positive relationship between ChatGPT and planning, as well as weak significant positive relationships between ChatGPT and translating and reviewing. The findings suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours. The study provides insights for the effective and responsible integration of ChatGPT in higher education writing instruction.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
The increasing use of artificial intelligence (AI) tools such as ChatGPT has transformed students’ academic writing practices. While ChatGPT offers various forms of writing assistance, its relationship with students’ motivation to write remains a subject of debate. Therefore, this study aimed to examine the relationship between ChatGPT usage and academic writing motivation among EFL students at Universitas Negeri Gorontalo. Grounded in Self-Determination Theory (Ryan & Deci, 2000; 2020), this study employed a quantitative correlational design involving 100 fourth-semester students selected through purposive sampling. Data were collected using the Academic Writing Motivation Questionnaire (AWMQ) adapted from Payne (2012) and the ChatGPT Usage Scale adapted from Nemt-allah et al. (2024). The data were analyzed using Pearson Product-Moment Correlation after meeting the assumption of normality. The findings revealed that the participants demonstrated a moderate level of academic writing motivation. Furthermore, a statistically significant negative correlation was found between ChatGPT usage and academic writing motivation (r = −.244, p = .015). This indicates that students who reported more frequent use of ChatGPT tended to exhibit lower levels of motivation in academic writing, although the strength of the relationship was weak. Since this study adopted a correlational design, no causal relationship can be established. These findings suggest that the use of ChatGPT may be associated with changes in students’ motivation toward academic writing and highlight the importance of promoting balanced and responsible use of AI tools in educational contexts.
Astriana Talango, Nonny Basalama, D. Dama· Research Review: Jurnal Ilmi...· 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
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
Investigating factors influencing university students’ acceptance of ChatGPT in English academic writing in Malaysia and those that influenced students’ behavioural intention most revealed that social influence, effort expectancy, and performance expectancy influenced university students’ acceptance of ChatGPT but not facilitating conditions.
Faizah Mohamad, N. Hadi, Z. A. Kadir et al.· International journal of res...· 0 citations
The emergence of Artificial Intelligence (AI) tools like ChatGPT is changing the nature of academic writing by providing support in generating ideas, developing content, revision and editing. Although writing with AI offers benefits, little is known about its impact on learners’ writing strategies and motivation. Guided by Self-Determination Theory (SDT), this study examines the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage. This quantitative study involved 126 respondents from higher educational institutions. A 43-item Likert-scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024) was used to collect data. The questionnaire was based on three constructs: autonomy, relatedness, and competence and showed high internal consistency (Cronbach’s α = .937). Data were analysed using descriptive, inferential, and correlation analyses in SPSS. Results show positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students. Moreover, participants used metacognitive, cognitive, and effort-regulating writing strategies frequently. ChatGPT is a potential scaffold for supporting learners’ writing development, but it also motivates them by increasing their competence, autonomy, and relatedness.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain et al.· International journal of res...· 0 citations
