2026· International journal of research and innovation in social science· 0 citations
TL;DR
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.
Abstract
ChatGPT is a renowned AI writing tool that offers students various advantages, including personalised assistance, instant responses, and comprehensive feedback. While ChatGPT has demonstrated great acceptance among university students, little research has been conducted on factors influencing their acceptance of this tool. Therefore, this study aimed to investigate factors influencing university students’ acceptance of ChatGPT in English academic writing in Malaysia and those that influenced students’ behavioural intention most. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) to discover whether university students’ acceptance of ChatGPT was influenced by performance expectancy, effort expectancy, social influence, and facilitating conditions. This research employed a quantitative approach with a cross-sectional survey design. A 22-question survey was distributed online to students studying at one public university in Malaysia, and a total of 297 completed responses were finally collected. Pearson’s correlation tests, a stepwise multiple regression, and a simple linear regression were used to analyse the data. The findings revealed that social influence, effort expectancy, and performance expectancy influenced university students’ acceptance of ChatGPT in their English academic writing but not facilitating conditions. In addition, social influence was found to be the most influencing factor on the students’ behavioural intention to use ChatGPT, and students’ behavioural intention had a moderate predictive effect on the actual use of ChatGPT. These findings offer valuable insights on the role of these factors in influencing the students’ readiness and openness in accepting ChatGPT in their English academic writing.
This study investigates the factors influencing university students’ decision to use ChatGPT for learning in Hanoi, Vietnam. Drawing on the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and recent research on generative AI in higher education, the study examines five antecedent groups: student-related factors, ChatGPT characteristics, social influence, technological context, and institutional support. A cross-sectional survey of 289 university students was analysed using SPSS 22, including descriptive statistics, reliability testing, exploratory factor analysis, Pearson correlation, and multiple linear regression. The measurement scales demonstrate satisfactory reliability, with Cronbach’s alpha values ranging from 0.834 to 0.861. Exploratory factor analysis supports a five-factor structure explaining 68.998% of the total variance. The regression model is statistically significant and explains 68.5% of the variance in students’ decisions to use ChatGPT. Student-related factors are the strongest predictor, followed by institutional support, ChatGPT characteristics, and social influence. Although the technological context is positively correlated with the dependent variable, it does not retain a significant unique effect in the regression model. The findings indicate that students’ adoption of ChatGPT is driven less by the general diffusion of AI technology and more by perceived personal usefulness, institutional guidance, and tool-level value. The study offers practical implications for universities, lecturers, AI developers, and policymakers seeking to promote responsible and effective use of generative AI in higher education.
Huyen Thi Thanh Le, N. Nguyen, Dang Hai Le et al.· Journal of Social Science St...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
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.
Amirah Athirah Amir Yazid, N. Hasni, M. S. Y. Shak et al.· International journal of res...· 0 citations
This research examined how ChatGPT affects the academic performance of TESOL students at Kabul Education University. It explored whether ChatGPT helps students to improve their English skills and academic work or if it creates challenges in their learning process. The goal of this study was to recognize how ChatGPT influences students’ performance, engagement, and motivation in their studies. The findings will help educators and students better understand the role of ChatGPT in education and how it can support or reshape traditional learning methods. This study employed a quantitative approach, gathering data through a Likert-scale closed questionnaire. Twenty male students from the master degree of TESOL program at Kabul Education University were randomly selected to participate. The findings reveal an overall positive perception of ChatGPT’s use in academic contexts, highlighting advantages such as improve efficiency, comprehension, and confidence. However, participants also expressed concerns about the potential for over-reliance on the tool, as well as the risks of academic dishonesty and plagiarism linked to its usage.
Khan Rasol Afghan, Noorullah Ahmadzai, Abdullah Zafarmal· International journal of soc...· 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
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
