EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING CHATGPT FOR DEVELOPING ENGLISH ARGUMENTATIVE ESSAY WRITING SKILLS

Ho Huynh Bao Nguyen, Ho Huynh Bao Ngoc, Thai Cong Dan

Abstract


Amidst the rising importance of English as a Lingua Franca, this study is conducted with the aims of investigating EFL students' perceptions and practices regarding the use of ChatGPT for developing English argumentative essay writing skills, thereby bridging the gap in understanding the role of AI technologies in enhancing language learning outcomes. The study focused on eight (8) aspects for developing writing skills, including (1) Vocabulary, (2) Grammar, (3) Idea generation, (4) Organization, (5) Translation, (6) Writing style, (7) Plagiarism management, (8) Mechanics of writing, for which EFL students use ChatGPT to improve their English argumentative essay writing skills during the course Reading-Writing B2.2. A ninety-two-item questionnaire was administered to investigate the perceptions and practices of using ChatGPT to develop English argumentative essay writing skills. The study sample consists of 100 students who have taken the Reading-Writing B2.2 course. The findings revealed that students had a positive attitude toward the use of ChatGPT for their enhancement of writing argumentative English essays. They found a negative correlation between the extent of perception impacts on students’ practices, meaning that when students’ perception of using ChatGPT increases, their engagement tends to reduce. Moreover, the result showed that while practices vary significantly across groups, perceptions remain relatively consistent among students. The insights from this study stand to significantly advance our understanding of the role of AI tools like ChatGPT in enhancing English argumentative essay writing skills among EFL students. By uncovering students' perceptions and practices regarding the use of ChatGPT, this research offers valuable insights for educators. With a deeper understanding of student attitudes and behaviors, teachers can tailor their teaching approaches to better support learners, fostering more effective language learning environments.

 

Article visualizations:

Hit counter


Keywords


ChatGPT, English argumentative writing skills, EFL students, perceptions, practices, AI

Full Text:

PDF

References


Abdelhafiz, A. S., Ali, A., Maaly, A. M., Ziady, H. H., Sultan, E. A., & Mahgoub, M. A. (2024). Knowledge, Perceptions and Attitude of Researchers Towards Using ChatGPT in Research. Journal of Medical Systems, 48(1), 1-11.

Ahmadi, D. M. R. (2018). The use of technology in English language learning: A literature review. International journal of research in English education, 3(2), 115-125.

Akinwamide, T. K. (2012). The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing. English Language Teaching, 5(3), 16-29.

Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024). Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives. Forum for Linguistic Studies, 6(2), 1177

Andrade, M. S., & Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.

Ariyanti, A. (2016). Shaping students’ writing skills: The study of fundamental aspects in mastering academic writing. Indonesian Journal of EFL and Linguistics, 63-77.

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.

Bakry, M. S., & Alsamadani, H. A. (2015). Improving the persuasive essay writing of students of Arabic as a foreign language (AFL): Effects of self-regulated strategy development. Procedia-Social and Behavioral Sciences, 182, 89-97.

Bašić, Ž., Banovac, A., Kružić, I., & Jerković, I. (2023). ChatGPT-3.5 as writing assistance in students’ essays. Humanities and Social Sciences Communications, 10(1), 1-5.

Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: A global perspective. Library Hi Tech, (ahead-of-print).

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.

Buruk, O. O. (2023, October). Academic writing with GPT-3.5 (ChatGPT): reflections on practices, efficacy and transparency. In Proceedings of the 26th International Academic Mindtrek Conference (pp. 144-153).

Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality technology in language learning: A meta‐analysis. Journal of Computer Assisted Learning, 38(4), 929-945.

Campbell, Y. C., & Filimon, C. (2018). Supporting the argumentative writing of students in linguistically diverse classrooms: An action research study. RMLE Online, 41(1), 1-10.

Chen, T. J. (2023). ChatGPT and other artificial intelligence applications speed up scientific writing. Journal of the Chinese Medical Association, 86(4), 351-353.

Clarizia, F., Colace, F., Lombardi, M., Pascale, F., & Santaniello, D. (2018). Chatbot: An education support system for students. In Cyberspace Safety and Security: 10th International Symposium, CSS 2018, Amalfi, Italy, October 29–31, 2018, Proceedings 10 (pp. 291-302). Springer International Publishing.

Colonna, M. R., Miller, J. L., Cohen, R. F., & Gilbert, J. E. (2006). Reason to Write: Strategies for Success in Academic Writing: Advanced. Oxford University Press.

Cooper, K. (2021). OpenAI GPT-3: Everything you need to know. Springboard Blog Crowhurst, M. (1990). Teaching and learning the writing of persuasive/argumentative discourse. Canadian Journal of Education/Revue canadienne de l'éducation, 348-359.

Dang, T. H., Chau, T. H., & Tra, T. Q. (2020). A study on the difficulties in writing argumentative essays of English-majored sophomores at Tay Do University, Vietnam. European Journal of English Language Teaching, 6(1).

Dastgeer, G., Afzal, M. T., & Atta, N. (2019). Transforming English Language Writing Skill Employing Problem-Based Learning. Journal of Research in Social Sciences, 7(2), 99-116.

Farooq, M. S., Uzair-Ul-Hassan, M., & Wahid, S. (2012). Opinion of second language learners about writing difficulties in English language. South Asian Studies, 27(01), 183-194.

Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students’ argumentative writing strategies? Journal of Educational Psychology, 101(3), 577.

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.

Fitria, T. N. (2023). Augmented reality (AR) and virtual reality (VR) technology in education: Media of teaching and learning: A review. International Journal of Computer and Information System (IJCIS), 4(1), 14-25.

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing Assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055.

George, A. S., & George, A. H. (2023). A review of ChatGPT AI's impact on several business sectors. Partners Universal International Innovation Journal, 1(1), 9-23.

Guo, K., Li, Y., Li, Y., & Chu, S. K. W. (2024). Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Education and Information Technologies, 29(1), 1-20.

Harmer, J., & Khan, S. (1991). The Practice of English Language Teaching with DVD. A TESOL Publication of English Australia Pty Ltd, 24(1), 85.

Hewings, M. (2010). Materials for university essay writing. English language teaching materials, 251-278.

Huang, J., & Tan, M. (2023). The role of ChatGPT in scientific communication: writing better scientific review articles. American journal of cancer research, 13(4), 1148.

Isman, A. (2012). Technology and technique: an educational perspective. Turkish Online Journal of Educational Technology-TOJET, 11(2), 207-213.

Ismail, S. A. A., & Alsheikh, N. O. (2012). Second Language Learners' Performance and Strategies When Writing Direct and Translated Essays. International Education Studies, 5(5), 173-184.

Khatib, M., & Meihami, H. (2015). Languaging and writing skill: The effect of collaborative writing on EFL students’ writing performance. Advances in Language and Literary Studies, 6(1), 203-211.

Klimova, B. F. (2012). The Importance of Writing. Paripex-Indian Journal of Research, 2 (1), 9–11.

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. Relc Journal, 54(2), 537-550.

Langan, J. (2001). College writing skills with readings. New York.

Latifi, S., Noroozi, O., & Talaee, E. (2021). Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes. British Journal of Educational Technology, 52(2), 768-784.

Lingard, L. (2023). Writing with ChatGPT: An illustration of its capacity, limitations & implications for academic writers. Perspectives on medical education, 12(1), 261.

Luo, X., Tong, S., Fang, Z., & Qu, Z. (2019). Frontiers: Machines vs. humans: The impact of artificial intelligence chatbot disclosure on customer purchases. Marketing Science, 38(6), 937-947.

Mei, W. S. (2006). Creating a contrastive rhetorical stance: Investigating the strategy of problematization in students’ argumentation. RELC Journal, 37(3), 329-353.

Mitchell, S. (2000). Putting argument into the mainstream. Learning to argue in higher education, 146-154.

Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring university students’ difficulties in writing English academic essays. Al-Ishlah: Jurnal Pendidikan, 14(1), 909-920.

Nghi, T. T., Phuc, T. H., & Thang, N. T. (2019). Applying AI chatbot for teaching a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8(12), 897-902.

Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (Online), 18(17), 4.

Nguyen, T. T. H. (2021). Implementing digital techniques to stimulate EFL students’ engagement: A case study in Vietnam. International Journal of TESOL & Education, 1(3), 105-129.

Nguyen Thi Thu, H. (2023). EFL teachers’ perspectives toward the Use of ChatGPT in writing Classes: A case study at Van Lang University. Nguyen, TTH (2023). EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University. International Journal of Language Instruction, 2(3), 1-47.

Nugroho, A., Putro, N. H. P. S., & Syamsi, K. (2023). The Potentials of ChatGPT for Language Learning: Unpacking its Benefits and Limitations. Register Journal, 16(2), 224–247.

Pikhart, M. (2020). Intelligent information processing for language education: The use of artificial intelligence in language learning apps. Procedia Computer Science, 176, 1412-1419.

Rao, P. S. (2017). Developing Writing Skills among the EFL/ESL Learners. Research Journal of English, 2(3), 52-63.

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Salsabila, A., Herawati, A., & Hidayati, I. N. (2021). Writing Style Comparison Between Male and Female Students in Writing Argumentative Essay. Journal of English Teaching and Linguistics Studies (JET Li), 3(1), 21-35.

Salsabila, A. R., Sari, M. N., Panggabean, C. I. T., & Triassanti, R. (2024). Exploring The Use of ChatGPT in Language Learning in Students' Writing Skills. Pro-ELLitera, 2(1), 13-29.

Sari, E. D. P., & Agustina, M. F. (2022). Thematic Development in Students’ Argumentative Essay. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 166-174.

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.

Shahabuddin, S. (2009). Plagiarism in academia. International Journal of Teaching and Learning in Higher Education, 21(3), 353-359.

Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752.

Yi, Y., Cho, S., & Jang, J. (2022). Methodological innovations in examining digital literacies in applied linguistics research. Tesol Quarterly, 56(3), 1052-1062.

Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. International Journal of Instruction, 12(1), 1399-1412.

Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212.

Zhu, W. (2001). Performing argumentative writing in English: Difficulties, processes, and strategies. TESL Canada Journal, 34-50.

Zhu, C., Sun, M., Luo, J., Li, T., & Wang, M. (2023). How to Harness the Potential of ChatGPT in Education? Knowledge Management & E-Learning, 15(2), 133-152.

Zirar, A. (2023). Exploring the impact of language models, such as ChatGPT, on student learning and assessment. Review of Education, 11(3), e3433.

Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312418




DOI: http://dx.doi.org/10.46827/ejae.v9i1.5341

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).