Students’ voices on ChatGPT: A pilot study on academic writing enhancement
DOI:
https://doi.org/10.33474/j-reall.v7i1.24665Keywords:
academic writing, AI-assisted learning, ChatGPT, pilot study, students’ voices, writing processAbstract
ChatGPT is regarded as a beneficial resource for learning, as it offers feedback and support throughout the academic writing process. The current literature primarily focuses on the benefits and drawbacks of ChatGPT, with a relatively minor emphasis on the students’ actual experiences in the local higher education setting. This paper is written to explore students’ experiences, perceptions, and reflections in relation to their use of ChatGPT for improving academic writing performance. A pilot study was conducted using an online open-response questionnaire distributed to the second-semester students enrolled in the academic writing course in the English Literature Study Program. A total of thirty-two students were identified as the target group for participation; however, only fourteen were able to fully complete the questionnaire. The students responded to the questionnaire items addressing the integration of ChatGPT in academic writing, writing quality and confidence, students' beliefs and concerns about ChatGPT, as well as the difficulties they face concerning plagiarism. The findings indicated that students did not frequently use ChatGPT for writing assistance. In addition, the themes emerged from students’ responses included the development of ideas, the provision of feedback, the autonomy of writers, grammar, vocabulary, sentence construction, structuring of paragraph and essay, awareness of the limitations of ChatGPT, and the maintenance of academic integrity. Understanding students’ voices on ChatGPT can help educators in making informed decisions on the use of AI tools in academic writing instruction. A limited sample size is more susceptible to bias, and therefore future studies should involve larger samples employing a variety of research designs.
References
Abdan, M. Z., Utamajaya, J. N., & Hadisaputro, E. L. (2025). Systematic literature review: The effectiveness of technology in education. Buletin Poltanesa, 26(1), 269–275. https://doi.org/https://doi.org/10.51967/tanesa.v26i1.3226
Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a Foreign Language undergraduates’ perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning, 40(3), 1261– 1275. https://doi.org/https://doi.org/10.1111/jcal.12948
Al-Garaady, J., & Mahyoob, M. (2023). ChatGPT’s capabilities in spotting and analyzing writing errors experienced by EFL learners. Arab World English Journal, 9, 3–17. https://doi.org/https://dx.doi. org/10.24093/awej/call9.1
Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., Mallek, F., & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students’ performance in education. Computers and Education: Artificial Intelligence, 6, 100219. https://doi.org/https://doi.org/10.1016/j.caeai.2024.100219
Albadarin, Y., Saqr, M., Pope, N., & Tukiainen, M. (2024). A systematic literature review of empirical research on ChatGPT in education. Discover Education, 3(60). https://doi.org/https://doi.org/10.1007/s44217-024-00138-2
Aldosari, S. A. M. (2020). The future of higher education in the light of artificial intelligence transformations. International Journal of Higher Education, 9(3), 145–151. https://doi.org/10.5430/ijhe.v9n3p145
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2), e35179. https://doi.org/https://doi.org/10.7759/cureus.35179
Alkamel, M. A. A., & Alwagieh, N. A. S. (2024). Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students. Social Sciences & Humanities Open, 10(August), 101095. https://doi.org/10.1016/j.ssaho.2024.101095
Allen, T., & Mizumoto, A. (2024). ChatGPT over my friends: Japanese EFL learners’ preferences for editing and proofreading strategies. RELC Journal, 0(0). https://doi.org/10.1177/00336882241262533
Ansari, A. N., Ahmad, S., & Bhutta, S. M. (2024). Mapping the global evidence around the use of ChatGPT in higher education: A systematic scoping review. Education and Information Technologies, 29, 11281–11321. https://doi.org/https://doi.org/10.1007/s10639-023-12223-4
Aschbrenner, K. A., Kruse, G., Gallo, J. J., & Plano Clark, V. L. (2022). Applying mixed methods to pilot feasibility studies to inform intervention trials. Pilot and Feasibility Studies, 8(1), 217. https://doi.org/https://doi.org/10.1186/s40814-022-01178-x
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/https://doi.org/10.1016/j.asw.2023.100745
Baskara, R., & Mukarto. (2023). Exploring the implications of ChatGPT for language learning in higher education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 7(2), 343–358. https://doi.org/http://dx.doi.org/10.210 93/ijeltal.v7i2.1387
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
Brown, J. D. (2009). Open-response items in questionnaire. In J. Heigham & R. A. Cooker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 200–219). Palgrave Macmillan.
Bujang, M. A., Omar, E. D., & Baharum, N. A. (2018). A review on sample size determination for Cronbach’s alpha test: A simple guide for researchers. The Malaysian Journal of Medical Sciences (MJMS), 25(6), 85–99. https://doi.org/https://doi.org/10.21315/mjms2018.25.6.9
Campbell, M. (2019). Teaching academic writing in higher education. Education Quarterly Reviews, 2(3), 608–614. https://doi.org/https://doi.org/10.31014/aior.1993.02.03.92
Carlson, M., Pack, A., & Escalante, J. (2024). Utilizing OpenAI’s GPT-4 for written feedback. TESOLJournal, 15(2), 1–7. https://doi.org/https://doi.org/10.1002/tesj.759
Chakma, U., & Li, B. (2025). Ensuring trustworthiness using an inductive approach in qualitative educational research : An autoethnographic investigation of two early career researchers reflecting on PhD data analysis. International Journal of Educational Methodology, 11(2), 233–244. https://doi.org/https://doi.org/10.12973/ijem.11.2.233
Cotton, D. R. E., Cotton, P. A., & Shipway, R. (2023). Chatting and cheating. Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/https://doi.org/10.35542/osf.io/mrz8h
Darmayasa, M. W., Kusuma, I. P. I., & Indrayani, L. (2025). Exploring EFL preservice teachers’ academic integrity of using ChatGPT in educational institutions. Journal of Psychology and Instruction, 9(2), 165–175. https://doi.org/https://doi.org/10.23887/jpai.v9i2.93509
Dehauche, N. (2021). Plagiarism in the age of massive generative pre-trained transformers (GPT-3). Ethics in Science and Environmental Politics, 21, 17–23. https://doi.org/doi: 10.3354/esep00195
Dewi, F. (2024). The inception of Ideas: How students use ChatGPT for academic writing. Jurnal Sosioteknologi, 23(2), 291–304. https://doi.org/https://doi.org/10.5614/sostek.itbj.2024.23.2.10
Dja’far, V. H., & Hamidah, F. N. (2024). The effectiveness of AI technology in improving academic English writing skills in higher education. Journal of Language and Literature Studies, 4(3), 579–593. https://doi.org/https://doi.org/10.36312/jolls.v4i3.2031
Donald, G. (2018). A brief summary of pilot and feasibility studies: Exploring terminology, aims, and methods. European Journal of Integrative Medicine, 24, 65–70. https://doi.org/https://doi.org/10.1016/j.eujim.2018.10.017
Du, J., & Daniel, B. K. (2024). Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice. Computers and Education: Artificial Intelligence, 6, 100230. https://doi.org/https://doi.org/10.1016/j.caeai.2024.100230
Farazouli, A., Cerratto-Pargman, T., Bolander-Laksov, K., & McGrath, C. (2023). Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices. Assessment & Evaluation in Higher Education, 49(3), 363–375. https://doi.org/https://doi.org/10.1080/02602938.2023.2241676
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/https://doi.org/10.1080/14703297.2023.2195846
Fathi, J., & Rahimi, M. (2024). Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: A qualitative study. Computer Assisted Language Learning, 1–40. https://doi.org/https://doi.org/10.1080/09588221.2024.2374772
Feyijimi, T. R., Aliu, J. O., Oke, A. E., & Aghimien, D. O. (2025). ChatGPT’s expanding horizons and transformative impact across domains: A critical review of capabilities, challenges, and future directions. Computers, 14(9), 366. https://doi.org/https://doi.org/10.3390/computers14090366
Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. ELT Forum: Journal of English Language Teaching, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069
Flick, U. (2004). Design and process in qualitative research. In Uwe Flick, E. van Kardorff, & I. Steinke (Eds.), A companion to qualitative research (pp. 146–152). Sage Publications Ltd.
Gozali, I., Wijaya, A. R. T., Lie, A., Cahyono, B. Y., & Suryati, N. (2024). ChatGPT as an automated writing evaluation (AWE) tool: feedback literacy development and AWE tools’ integration framework. The JALT CALL Journal, 20(1), 1–22. https://doi.org/https://doi.org/10.29140/jaltcall.v20n1.1200
Guo, K., Wang, J., & Chu, S. K. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, 100666. https://doi.org/https://doi.org/10.1016/j.asw.2022.100666
Gupta, M., Akiri, C., Aryal, K., Parker, E., & Praharaj, L. (2023). From ChatGPT to threatGPT: Impact of generative AI in cybersecurity and privacy. IEEE Access, 11, 80218–80245. https://doi.org/https://doi.org/10.1109/ACCESS.2023.3300381
Harunasari, S. (2023). Examining the effectiveness of AI-integrated approach in EFL writing: A case of ChatGPT. International Journal of Progressive Sciences and Technologies, 39(2), 357–368. https://doi.org/http://dx.doi.org/10.52155/ijpsat.v39.2.5516
Helm, J. M., Swiergosz, A. M., Haeberle, H. S., Karnuta, J. M., Schaffer, J. L., Krebs, V. E., Spitzer, A. I., & Ramkumar, P. N. (2020). Machine learning and artificial intelligence: Definitions, applications, and future directions. Current Reviews in Musculoskeletal Medicine, 13(1), 69–76. https://doi.org/https://doi.org/10.1007/s12178-020-09600-8
Hosain, K., & Younus, A. A. (2025). Teachers’ perspectives on integrating ChatGPT into EFL writing instruction. TESOL Communications, 4(1), 41–60. https://doi.org/10.58304/tc.20250103
Huang, J. (2023). Engineering ChatGPT prompts for EFL writing classes. International Journal of TESOL Studies, 5(4), 73–79. https://doi.org/10.58304/ijts.20230405
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/https://doi.org/10.30935/cedtech/13605
Isaac, S., & Michael, W. B. (1995). Handbook in research and evaluation. Educational and Industrial Testing Services.
Japoshvili-Ghvinashvili, M., & Suleman, N. (2023). Assisting ELT teachers: Designing activities for the use of ChatGPT in teaching and learning. Pakistan Journal of Multidisciplinary Innovation, 2(1), 24–35. https://doi.org/https://doi.org/10.59075/pjmi.v2i1.219
Jeon, J., Lee, S., & Choi, S. (2024). A systematic review of research on speech‑recognition chatbots for language learning: Implications for future directions in the era of large language models. Interactive Learning Environments, 32(8), 4613–4631. https://doi.org/https://doi.org/10.1080/10494820.2023.2204343
Johanson, G. A., & Brooks, G. P. (2010). Initial scale development: Sample size for pilot studies. Educational and Psychological Measurement, 70(3), 394–400. https://doi.org/10.1177/0013164409355692
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/https://doi.org/10.1177/00336882231162868
Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EL, 27(3), 1–19. https://doi.org/https://doi.org/10.55593/ej.27107int
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic literature review. International Journal of Educational Technology in Higher Education, 21(1), 56. https://doi.org/https://doi.org/10.1186/s41239-023-00426-1
Le, A. N. N., Nguyen, V. N., Nguyen, M. T. X., & Bo, L. K. (2024). Exploring the use of ChatGPT as a tool for developing eportfolios in ESL classrooms. In S. Papadakis (Ed.), IoT, AI, and ICT for educational applications (pp. 51–76). Springer. https://doi.org/https://doi.org/10.1007/978-3-031-50139-5_3
Li, J., Huang, J., Wu, W., & Whipple, P. B. (2024). Evaluating the role of ChatGPT in enhancing EFL writing assessments in classroom settings: A preliminary investigation. Humanities and Social Sciences Communications, 11(1), 1–9. https://doi.org/10.1057/s41599-024-03755-2
Liando, N. V. ., Tatipang, D. P., Rorimpandey, R., Kumayas, T., Saudah, K., & Iskandar, I. (2025). AI-powered language learning: A blessing or a curse for English language education? Studies in English Language and Education, 12(1), 301–311. https://doi.org/https://doi.org/10.24815/siele.v12i1.34842
Lubis, N. K., Azhar, F., & Daud, A. (2025). Students’ perception towards ChatGPT for academic writing at English Study Program FKIP Universitas Riau. Ideas: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(2), 4026–4038. https://doi.org/https://doi.org/10.24256/ideas.v13i2.5887
Macdonald, C., Adeloye, D., Sheikh, A., & Rudan, I. (2023). Can ChatGPT draft a research article? An example of population-level vaccine effectiveness analysis. Journal of Global Health, 13, 01003. https://doi.org/https://doi.org/10.7189/jogh.13.01003
Marr, B. (2023). A short history of ChatGPT: How we got to where we are today. Forbes. https://www.forbes.com/sites/bernardmarr/2023/05/19/a-short-history-of-chatgpt-how-we-got-to-where-we-are-today/
Martínez-Plumed, F., Gómez, E., & Hernández-Orallo, J. (2021). Futures of artificial intelligence through technology readiness levels. Telematics and Informatics, 58(101525), 1–37. https://doi.org/https://doi.org/10.1016/j.tele.2020.101525
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10, 1–17. https://doi.org/https://doi.org/10.1080/2331186X.2023.2236469
Meniado, J. C. (2023). The impact of ChatGPT on English language teaching, learning, and assessment: A rapid review of literature. Arab World English Journal, 14(4), 3–18. https://doi.org/https:// doi. org/ 10. 24093/ awej/ vol14 no4.1
Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. SSRN Electronic Journal, 19. https://doi.org/https://dx.doi.org/10.2139/ssrn.4354422
Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/https://doi.org/10.1016/j.rmal.2023.100050
Mohamed, A. M. (2024). Exploring the potential of an AI‑based chatbot (ChatGPT) in enhancing English as a foreign language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/https:// doi. org/ 10. 1007/ s10639‑ 023‑ 11917‑z
Muresherwa, E., & Jita, L. C. (2022). The value of a pilot study in educational research learning: In search of a good theory-method fit. Journal of Educational and Social Research, 12(2), 220–236. https://doi.org/https://doi.org/10.36941/jesr-2022-0047
Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 2–13. https://doi.org/https://doi.org/10.2167/illt039.0
Nguyen, H. H. B., Ngoc, H. H. B., & Dan, T. C. (2024). EFL students’ perceptions and practices of using ChatGPT for developing English argumentative essay writing skills. European Journal of Alternative Education Studies, 9(1), 168–216. https://doi.org/10.46827/ejae.v9i1.5341
Ogugua, D., Yoon, S. N., & Lee, D. (2023). Academic integrity in a digital era: Should the use of ChatGPT be banned in schools? Global Business and Finance Review (GBFR), 28(7), 1–10. https://doi.org/https://doi.org/10.17549/gbfr.2023.28.7.1
Olmos-vega, F. M., Stalmeijer, R. E., Varpio, L., Kahlke, R., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research : AMEE Guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159X.2022.2057287
Ooi, K. B., Tan, G. W. H., Al-Emran, M., Al-Sharafi, M. A., Capatina, A., Chakraborty, A., Dwivedi, Y. K., Huang, T. L., Kar, A. K., & Lee, V. H. (2023). The potential of generative Artificial Intelligence across disciplines: Perspectives and future directions. Journal of Computer Information Systems, 65(1), 76–107. https://doi.org/https://doi.org/10.1080/08874417.2023.2261010
Oshima, A., & Hogue, A. (2007). Introduction to academic writing (Third edition). Pearson Education, Inc.
Pearson, N., Naylor, P. J., Ashe, M. C., Fernandez, M., Yoong, S. L., & Wolfenden, L. (2020). Guidance for conducting feasibility and pilot studies for implementation trials. Pilot and Feasibility Studies, 6(1), 167. https://doi.org/https://doi.org/10.1186/s40814-020-00634-w
Pham, N. N. H. (2025). The use of ChatGPT in EFL students as a learning assistant in their writing skills: A literature review. International Journal of AI in Language Education, 2(1), 38–54. https://doi.org/10.54855/ijaile.25213
Rahman, M. R., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies-web of science core collection. Applied Sciences, 13(9), 5783. https://doi.org/https://doi.org/10.3390/app13095783
Ray, P. P. (2023a). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3(April), 121–154. https://doi.org/https://doi.org/10.1016/j.iotcps.2023.04.003
Ray, P. P. (2023b). Internet of things and cyber-physical systems ChatGPT : A comprehensive review on background , applications , key challenges , bias , ethics , limitations and future scope. Internet of Things and Cyber-Physical Systems, 3(March), 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/https://doi.org/10.37074/jalt.2023.6.1.9.number:1
Shahriar, S., & Hayawi, K. (2023). Let’s have a chat! A conversation with ChatGPT: Technology, applications, and limitations. Artificial Intelligence and Applications, 2(1), 11–20. https://doi.org/https://doi.org/10.47852/bonviewAIA3202939
Shen, Y. (2024). Investigating Chinese learners' use and perceptions of ChatGPT in EAP. 12th International Conference on Information and Education Technology (ICIET), 248–252. https://doi.org/doi: 10.1109/ICIET60671.2024.10542734.
Shiri, A. (2023). ChatGPT and academic integrity. Information Matters, 3(2). https://doi.org/https://dx.doi.org/10.2139/ssrn.4360052
Sj¨oling, C. H. (2026). The relation between linguistic accuracy and scoring of Swedish EFL students’ writing during a high-stakes exam. Assessing Writing, 67(December 2024), 100995. https://doi.org/10.1016/j.asw.2025.100995
Solovey, O. Z. (2024). Comparing peer, ChatGPT, and teacher corrective feedback in EFL writing: Students’ perceptions and references. Technology in Language Teaching and Learning, 6(3), 1–23. https://doi.org/https://doi.org/10.29140/tltl.v6n3.1482
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December), 1–14. https://doi.org/10.3389/fpsyg.2023.1260843
Steinke, I. (2004). Quality criteria in qualitative research. In Uwe Flick, E. von Kardorff, & I. Steinke (Eds.), A companion to qualitative research (pp. 184–190). Sage Publications Ltd.
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Waverly, T., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students ’ writing. Learning and Instruction, 91(March), 101894. https://doi.org/10.1016/j.learninstruc.2024.101894
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/https://doi.org/10.1016/j.asw.2023.100752
Sukserm, P. (2024). Determining the appropriate sample size in EFL Pilot Studies. Journal of Research Methodology, 37(3), 245–264. https://doi.org/https://doi.org/10.14456/jrm.2024.13
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and learning. Journal of Applied Learning and Teaching, 6(1), 31–40. https://doi.org/https://doi.org/10.37074/jalt.2023.6.1.17
Syafiee, A. S. E. E. B. A., & Yaqin, L. N. (2025). A comparative analysis of Google Translate and ChatGPT in translating Borneo Bulletin News into standard Malay. Journal of Research on English and Language Learning (J-REaLL), 6(1), 115–126. https://doi.org/https://doi.org/10.33474/j-reall.v6i1.23252
Syairofi, A., Emilia, E., & Purnawarman, P. (2025). The use of ChatGPT in the Indonesian ELT context : A systematic review. Journal of Research on English and Language Learning (J-REaLL), 6(2), 217–234. https://doi.org/https://doi.org/10.33474/j- reall.v6i2.23552
Szügyi, J. S., Szügyi, E., & Takács, M. (2024). Evaluating the use of ChatGPT by university and high school students. 2024 IEEE 18th International Symposium on Applied Computational Intelligence and Informatics (SACI), 000497–000502. https://doi.org/https://doi.org/10.1109/saci60582.2024.10619721
Taecharungroj, V. (2023). “What can ChatGPT do?” Analysing early reactions to the innovative AI chatbot on Twitter. Big Data and Cognitive Computing, 7(35), 1–10. https://doi.org/https://doi.org/10.3390/bdcc7010035
Teng, M. F. (2024a). A systematic review of ChatGPT for English as a foreign language writing: Opportunities, challenges, and recommendations. International Journal of TESOL Studies, 6(3), 36–57. https://doi.org/10.58304/ijts.20240304
Teng, M. F. (2024b). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/https://doi.org/10.1016/j.caeai.2024.100270
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What is the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 1–24. https://doi.org/https://doi.org/10.1186/s40561-023-00237-x
Tsai, C. Y., Lin, Y. T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies, 29(17), 22427–22445. https://doi.org/https://doi.org/10.1007/ s10639-024-12722-y
Tseng, Y. C., & Lin, Y. H. (2024). Enhancing English as a foreign language (EFL) learners’ writing with ChatGPT: A university-level course design. Electronic Journal of E-Learning, 22(2), 78–97. https://doi.org/10.34190/ejel.21.5.3329
Vannuccini, S., & Prytkova, E. (2023). Artificial Intelligence’s new clothes? A system technology perspective. Journal of Information Technology, 39(2), 317–338. https://doi.org/https://doi.org/10.1177/02683962231197824
Wahyuni, S., Putro, N. H. P. S., & Effendi, A. (2024). Trends in artificial intelligence-infused English language learning: A comprehensive bibliometric and content review. Advanced Education, 12(25), 162–178. https://doi.org/https://doi.org/10.20535/2410-8286.315035
Wang, C., Li, Z., & Bonk, C. (2024). Understanding self-directed learning in AI-Assisted writing: A mixed methods study of postsecondary learners. Computers and Education: Artificial Intelligence, 6, 100247. https://doi.org/https://doi.org/10.1016/j.caeai.2024.100247
Werdiningsih, I., Marzuki, Indrawati, I., Rusdin, D., Ivone, F. M., Basthomi, Y., & Zulfahreza. (2024a). Revolutionizing EFL writing: Unveiling the strategic use of ChatGPT by Indonesian master’s students. Cogent Education, 11(1), 1–18. https://doi.org/https://doi.org/10.1080/2331186X.2024.2399431
Werdiningsih, I., Marzuki, & Rusdin, D. (2024b). Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing. Cogent Arts & Humanities, 11(1), 1–15. https://doi.org/https://doi.org/10.1080/23311983.2024.2392388
Xie, L., & Lianjiang, J. (2025). Promoting second language writing autonomy through digital multimodal composing. Journal of Second Language Writing, 69(May), 101225. https://doi.org/10.1016/j.jslw.2025.101225
Zhang, R., Zou, D., & Cheng, G. (2023). Chatbot-based learning of logical fallacies in EFL writing: Perceived effectiveness in improving target knowledge and learner motivation. Interactive Learning Environments, 32(9), 5552–5569. https://doi.org/https://doi.org/10.1080/10494820.2023.2220374
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Setya Ariani, Noor Rachmawaty, Puji Astuti Amalia
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can separately make additional contractual arrangements for non-exclusive distribution published by the journal (e.g., publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to send their work via online (e.g., in the institutional repositories or their website) after published by the journal.
