Opportunities Of Using Chatgpt In Academic Writing: Perceptions Of The Philippines And Indonesian Students

Rozanah Katrina Herda, Arnel S. Travero, Abdullah Kafabih, Alfatih Widiyadi Koeswoyo, Risma Novita Sari, Farrij Imam Hakiki, Nikmatul Wahidah

Abstract


The widespread utilization of Artificial Intelligence (AI) has caused debate in education about whether it is allowed in academic writing. ChatGPT facilitates academic writing in the EFL context by generating ideas and refining language. It provides research support by suggesting sources and enhances clarity and coherence in papers on complex topics. This study aims to uncover students’ perception of using ChatGPT as one of the most popular AI in the writing context. This quantitative research with a causal-comparative design analyzed the data involving two groups of students from Indonesia and the Philippines (N=334). The instrument used in this research was a closed-ended questionnaire. The research findings showed that students enjoyed the integration of ChatGPT in their academic writing because its contribution has raised their confidence, decreased stress, and raised writing quality which leads to satisfaction in their writing.

Keywords


Artificial Intelligence (AI); ChatGPT; Academic Writing; Students’ Perception

Full Text:

PDF

References


Aubignat, M., & Diab, E. (2023). Artificial intelligence and ChatGPT between worst enemy and best friend: The two faces of a revolution and its impact on science and medical schools. Revue Neurologique, 179(6), 520–522. https://doi.org/10.1016/j.neurol.2023.03.004

Bibi, Z., & Atta, A. (2024). The Role of ChatGPT as AI English Writing Assistant: A Study of Student’s Perceptions, Experiences, and Satisfaction. Annals of Human and Social Sciences, 5(1), 433–443. https://doi.org/10.35484/ahss.2024(5-I)39

Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Frontiers in Education, 8, 1–13. https://doi.org/10.3389/feduc.2023.1206936

Duarte, F. (2024). Number of ChatGPT Users (May 2024). Exploding Topics. https://explodingtopics.com/blog/chatgpt-users

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/Elt Forum, 12(1), 44–58. https://doi.org/10.15294/elt.v12i1.64069

Fraenkel, J. R., Wallen, N. E. & Yun, H. H. (2022). How to Design and Evaluate Research in Education (11th Ed.). McGraw-Hill.

Gay, L. R., Mills, G. E., & Airaisan, P. W. (2012). Educational Research: Competencies for Analysis and Applications (10th Ed.). Pearson.

Herda, R. K., Principe, R. A., Travero, A. S., Harahap, M. F. P., Viantika, S., & Hamidi, M. A. (2024). Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 3(1), 1-12. https://doi.org/10.37058/jelita.v3i1.8920

Huang, J., & Tan, M. (2023). The role of ChatGPT in scientific communication: writing better scientific review articles. PubMed, 13(4), 1148–1154. https://pubmed.ncbi.nlm.nih.gov/37168339

Jin, Y. (2023). The development and validation of the English writing enjoyment scale. Perceptual and Motor Skills, 130(1), 555-575. https://doi.org/10.1177/00315125221137649

Khabib, S. (2022). Introducing artificial intelligence (AI)-based digital writing assistants for teachers in writing scientific articles. Teaching English as a Foreign Language Journal, 1(2), 114-124. https://doi.org/10.12928/tefl.v1i2.249

Kim, N. Y. (2019). A study on the use of artificial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8). https://doi.org/10.14400/JDC.2019.17.8.037

Lee, S., & Park, G. (2023). Exploring the impact of ChatGPT literacy on user satisfaction: The mediating role of user motivations. Cyberpsychology, Behavior, and Social Networking, 26(12), 913-918. https://doi.org/10.1089/cyber.2023.0312

Mitchell, M. (2019). Artificial intelligence: A Guide for Thinking Humans. Penguin UK.

Nosich, G. (2021). Critical Writing: A Guide to Writing A Paper Using the Concepts and Processes of Critical Thinking. Rowman & Littlefield.

Paltridge, B. (2020). Writing for academic journals in the digital era. RELC Journal, 51(1), 147–157. https://doi.org/10.1177/0033688219890359Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), 317-345. https://doi.org/10.1016/j.jslw.2003.08.004

Pennington, M. C. (2014). Trends in writing and technology. Writing & Pedagogy, 5(2), 155–179. https://doi.org/10.1558/wap.v5i2.155

Pimentel, J. L. (2010). A note on the usage of Likert Scaling for research data analysis. USM R&D Journal, 18(2), 109-112. https://www.researchgate.net/profile/Jonald-Pimentel/publication/331231816_A_note_on_the_usage_of_Likert_Scaling_for_research_data_analysis/links/5f82ff6592851c14bcbe847d/A-note-on-the-usage-of-Likert-Scaling-for-research-data-analysis.pdf

Popescu, E. (2008, August). An artificial intelligence course used to investigate students’ learning style. In International Conference on Web-Based Learning (pp. 122-131). Springer Berlin Heidelberg.

Purcell, K., Buchanan, J., & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Washington, DC: Pew Research Center, 16. https://search.issuelab.org/resource/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools.html

Sari, R. (2019). SOCIAL MEDIA AS AN AUTONOMOUS LEARNING FACILITY TO ENHANCE WRITING SKILL IN DIGITAL ERA. English Language and Literature International Conference, 3, 296–301. https://prosiding.unimus.ac.id/index.php/ELLIC/article/download/4729/4257

Sharma, S., & Yadav, R. (2022). Chat GPT–A technological remedy or challenge for education system. Global Journal of Enterprise Information System, 14(4), 46-51.

Shidiq, M. (2023, May). The use of artificial intelligence-based chat-gpt and its challenges for the world of education; from the viewpoint of the development of creative writing skills. In Proceeding of international conference on education, society and humanity (Vol. 1, No. 1, pp. 353-357).

Schcolnik, M. (2018). Digital Tools in Academic Writing? Journal of Academic Writing, 8(1), 121-130. https://doi.org/10.18552/joaw.v8i1.360

Sison, A. J. G., Daza, M. T., Gozalo-Brizuela, R., & Garrido-Merchán, E. C. (2023). ChatGPT: More Than a “Weapon of Mass Deception” Ethical Challenges and Responses from the Human-Centered Artificial Intelligence (HCAI) Perspective. International Journal of Human–Computer Interaction, 1–20. https://doi.org/10.1080/10447318.2023.2225931

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. https://doi.org/10.3389/fpsyg.2023.1260843

Taherdoost, H. (2016). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. How to test the validation of a questionnaire/survey in a research (August 10, 2016). http://dx.doi.org/10.2139/ssrn.3205040

Viorennita, A., Dewi, L., & Riyana, C. (2023). The Role of ChatGPT AI in Student Learning Experience. IJOMR: Indonesian Journal of Multidisciplinary Research, 3(2), 445–452. https://doi.org/https://doi.org/10.17509/ijomr.v3i2.60882

Widoyoko, E. S. (2012). Teknik Penyusunan Instrumen Penelitian. Pustaka Pelajar.

Yeadon, W., Inyang, O., Mizouri, A., Peach, A., & Testrow, C. P. (2023). The death of the short-form physics essay in the coming AI revolution. Physics Education, 58(3), 035027. https://doi.org/10.1088/1361-6552/acc5cf

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1–12. https://doi.org/10.3389/fpsyg.2023.1181712

Yu, H. (2024). The application and challenges of ChatGPT in educational transformation: New demands for teachers’ roles. Heliyon, 10(2), 1–15. https://doi.org/10.1016/j.heliyon.2024.e24289

Zhang, L., & Zhang, L. J. (2021). Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment. Sustainability, 13(8), 4270. https://doi.org/10.3390/su13084270

Zhou, C., Qiu, C., & Acuna, D. E. (2022). Paraphrase identification with deep learning: A review of datasets and methods. arXiv preprint arXiv:2212.06933. https://doi.org/10.48550/arxiv.2212.06933




DOI: http://dx.doi.org/10.25157/jwp.v11i2.14922

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jurnal Wahana Pendidikan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

 

Indexing: