This study investigates the perceptions of English major students at Nguyen Tat Thanh University regarding the use of ChatGPT in developing their writing skills.. The findings reveal tha
INTRODUCTION
BACKGROUND OF THE STUDY
Digital trends in learning have significantly influenced research and teaching over the past century (Nguyen, 2021) Scholars have highlighted the increasing application of AI in education, with many studies exploring its role in language acquisition For example, Ghali et al (2018) noted that teaching grammar with AI technology enhances learning and language acquisition, while Park (2019) emphasized
AI as an effective tool for reducing writing errors Dewi et al (2021) also agreed that
AI positively impacts language learning by providing frequent practice opportunities (Fitria, 2021).
Recent studies have explored the role of AI chatbots in education, highlighting their ability to improve learning outcomes through immediate feedback and support (Haristiani, 2020; Hiremath et al., 2018; Kim, 2019) Chatbots have been shown to increase student engagement and performance in grammar classes (Tran et al., 2019) and act as conversation partners, boosting student satisfaction and learning (Winkler & Soellner, 2018) They also offer timely access to learning materials and personalized support (Pham et al., 2018; Durall & Kapros, 2020).
Writing, a core component of language education, is one of the most challenging tasks in second language acquisition (Oshima & Hogue, 2007) Feedback and individual coaching are critical to improving writing performance (Vo, 2022; Graham et al., 2012) However, large class sizes and time limitations make it difficult for teachers to provide personalized feedback to every student.
AI chatbots, as noted by Ranoliya et al (2017), can alleviate some of these challenges by facilitating student interactions and reducing the teacher's workload Chatbots can assist teachers by providing tailored content and supporting assessments, offering recommendations for teaching and learning (Okonkwo & Adc-Ibijola, 2021; Petrova & Mikheeva, 2021).
Despite extensive research on the effectiveness of chatbots in education, there is still a lack of studies on the perceptions of foreign language learners ChatGPT, a
10 I Page powerful AI tool, has great potential in English writing classrooms Understanding teachers' views on incorporating ChatGPT is crucial, as they are the primary users of educational innovations This study aims to explore English teachers' use of ChatGPT and their perspectives on its potential as a teaching aid in writing courses, contributing to the enhancement of teaching and writing skills among NTTU’s English major students.
OBJECTIVES OF THE STUDY
This study aimed to achieve the following objectives:
Firstly, it assessed the perceptions of English major students at NTTU regarding the use of ChatGPT in their writing classes.
Secondly, it identified and analyzed the factors that influenced students' perceptions of using ChatGPT to improve their writing skills.
Finally, it provided recommendations to enhance the effectiveness of ChatGPT in supporting English major students at NTTU in improving their writing skills.
RESEARCH QUESTIONS
To achieve these objectives, the study addressed the following research questions:
1 How do English major students at NTTU perceive the use of ChatGPT in writing classes?
2 What factors influence students’ perceptions of using ChatGPT to improve writing skills?
3 What recommendations can be made to enhance the effectiveness of ChatGPT in supporting English major students at NTTU in improving their writing skills?
SCOPE OF THE STUDY
This study focused on English major students at NTTU and their perceptions of ChatGPT's application in improving writing skills It explored the benefits and drawbacks of using ChatGPT in writing classes, with a focus on one university and a specific group of students The study also provided recommendations for optimizing ChatGPT to meet the needs of NTTU's writing courses.
SIGNIFICANCE OF THE STUDY
The significance of this study lay in its ability to improve understanding of writing mechanics and related pedagogical approaches for English major students at NTTU through the use of ChatGPT.
Firstly, it presented the advantages and limitations of using ChatGPT in writing classes, offering educators valuable insights into its potential as a teaching tool.
Secondly, the study explored factors that influenced students' views on ChatGPT, providing useful information for educators and administrators looking to improve technology's role in learning.
Thirdly, it offered practical recommendations for enhancing the use of ChatGPT in writing development, particularly within the context of NTTU's language program.
Lastly, this study contributed to the broader field of educational technology, highlighting the role of AI in language learning, particularly in enhancing writing skills, and offering implications for future research and practice in Al-driven education.
LITERATURE REVIEW
DEFINITION OF TERMS
In the context of foreign language learningand teaching, artificial intelligence (AI) is defined in various ways in the literature Cheng and Day(2014) describe Al as computational creativity that has developed through technological advancements Karsenti (2019) elaborates on this by stating that AI involves creating intelligent machines that perform tasks akin to human cognition AI, also known as Machine Intelligence (Mehrotra, 2019), mimics human like activities (Joshi, 2019) and executes intelligent processes (Campesato, 2020) Kaur and Gill (2019) further emphasize that Al aims to achieve human-level intelligence through variouscomputerized technologies.
AI is characterized as a computer science discipline comprising computers and systems that perform tasks typically associated with human brain functions (Baker & Smith,
2019) Its incorporation into education opens up new opportunities and challenges in the teaching and learning processes (Ouyang and Jiao, 2022) Several studies have explored Al's application in language learning For instance, Ghali et al (2018) examined an Intelligent Tutoring System in grammar instruction, finding that it improved students' grammar comprehension by providing performance-basedtraining and instant feedback.
Dewi et al (2021) investigated popular AI services such as Duolingo, Google Translate, and Grammarly, concluding that AI positively impacts English language learning and should be integrated into teaching practices Fitria (2021) advocates for using Grammarly
13 I Page to enhance writing skills, as it identifies specific writing issues and helps students navigate vocabulary, grammar, punctuation, style, and tone Karyuatry (2018) found that Grammarly serves as a virtual assistant, improving students' academic writing performance Furthermore, Toncic (2020) noted that AI grammar checkers significantly reduce the workload for teachers, allowing them to focus on the content and structure of students' work Chaudhry and Kazim highlighted the importance of AI in addressing student needs, alleviating teachers' burdens, and transforming assessment processes.
Chatbots are computer programs designed to engage in conversation with humans via the internet According to the Oxford Dictionary Online (2020), they are defined as conversation technologies that enable a computer program to communicate with people Shawar and Atwell (2007) describe chatbots as a form of AI software that interacts with users in natural language These interactions can occur through real-time voice chats or text-based conversations, utilizing keyword matching algorithms (Weizenbaum, 1966, as cited by Hwang and Chang, 2021) or natural language processing systems (Brennan, 2006) As a result, chatbots can mimic human-like conversations across various topics and serve multiple purposes, including entertainment, data requests, practice, and answering questions (Copulsky, 2019).
With rapid technological advancements, chatbots have significantly evolved They now operate using complex programmed models and algorithms (Shi, Zeng, & Lee, 2020) and are increasingly recognized as valuable tools for enhancing students’ learning experiences (Okonkwo & Ade-Ibijola, 2020) Additionally, chatbots make learning enjoyable (Kim et al., 2019), foster interaction among students (Hill et al.,
2015), and improve learning effectiveness (Wu et al., 2020).
2.1.2.2 The use of chatbots in language learning and teaching
Recent literature has increasingly focused on the use of chatbots in educational environments Fryer and Carpenter (2006) described the advantages of specific chatbots, such as Jabberwacky and Alice, in foreign language teaching (FLT) and English as a foreign language (EFL) They highlighted six benefits for language
14 I Page acquisition: establishing a comfortable learning environment, enhancing student interest, providing extensive learning materials, delivering accurate feedback on spelling and grammar, improving reading and listening comprehension, and acting as tolerant interlocutors Supporting this, Shawar (2017) noted that chatbots could enhance student enjoyment, reduce language anxiety, and offer ample practice opportunities while incorporating multimodal aspects Similarly, Shin et al (2021) identified chatbots as promising dialogue promoters that enhance student interaction and learning experiences.
In another study, Kim (2019) examined the Replika chatbot as a personal grammar tutor Daily dialogues with the chatbot were found to increase students’ grammar proficiency through one-on-one interactions, helping to reduce stress and anxiety Lu et al (2006) also affirmed that chatbots are effective interpersonal communicators, facilitating ongoing conversations and allowing for recordings for later analysis Ayedoun et al (2015) demonstrated that conversational agents can improve students’ willingness to communicate (WTC) in English, with everyday conversation contexts reducing stress and boosting confidence.
Additionally, Tai and Chen (2020) explored the effectiveness of the Google Intelligent Personal Assistant in a two-week intervention program, finding that it improved communication confidence and reduced speaking anxiety among adolescent EFL learners Overall, chatbots foster companionship by responding to human partners in conversations, promoting a sense of intimacy (Costa, 2018).
2.1.2.3 Teachers’ and students’ perspectives on the integration of chatbots in language learning and teaching
In exploring the application of chatbots for language learning and teaching, the primary stakeholders are instructors and learners (Chuah & Kabilan, 2021) Various studies have examined the perceptions of both groups regarding chatbot use in educational settings Kiptonui, Too, and Mukwa (2018) found that instructors held a positive attitude toward integrating chatbots into their teaching Most instructors believed that chatbots enhanced student learning outcomes by providing an engaging
15 I Page and effective learning approach They expressed a preference for chatbots as easy-to- use tools that increased the appeal of course themes.
Similarly, Chuah and Kabilan (2021) studied the applicability of two chatbots, Wordsworth and Andy English Bird, in English as a foreign language (EFL) instruction Their research indicated that instructors were receptive to using chatbots, highlighting their potential to enhance social presence through increased interactivity, teaching presence by assisting and mentoring students, and cognitive presence by facilitating critical thinking activities (Garrison et al., 2001) Conversely, Yang and Chen (2023) reported that, although pre-service teachers were interested in using chatbots for organizing knowledge and searching for materials, they hesitated to integrate them into their practice due to their novelty.
The literature also addresses student perceptions of chatbots Underwood
(2017) noted that EFL learners found interactions with AI motivating and enjoyable Tai and Chen (2020) similarly reported high levels of perceived motivation among EFL students using Google Assistant for language learning Cardoso (2016) found that second language learners had a positive view of chatbot interactions, perceiving them as comfortable However, contrasting perceptions were presented by Cakmak (2022), who found that students exhibited a negative attitude toward using chatbots for conversation.
2.1.2.4 Several concerns on the use of chatbots in language learning and teaching
There are several concerns regarding the use of chatbots in language learning and teaching While chatbots can enhance learning and motivation by providing tutorial aids, quick responses, and engaging learning experiences, certain challenges need to be addressed for their effective implementation.
One significant issue is data privacy Chatbots collect and process large amounts of student data, including personal information, which raises concerns about privacy and security (Shi, Zeng, & Lee, 2020; Ruane et al., 2019) Educational institutions must ensure that collected data is protected in compliance with existing privacy laws (Lidén & Niiros, 2020).
REVIEW OF PREVIOUS RELATED STUDIES
The use of ChatGPT and other chatbot technologies in language education has gained increasing attention Research highlights their effects on student motivation, engagement, and skills.
Pham et al (2018) introduced the English Practice chatbot, showing students' interest in using it for language learning Haristiani and Rifai (2021) developed Gengobot for Japanese grammar, noting its positive impact on learner independence Liang ct al (2021) identified a research gap regarding Al's effects on higher-order thinking skills and collaborative learning Vazquez-Cano et al (2021) found that chatbot users in ESL settings performed better than those taught traditionally.
Kohnke (2022) showed how chatbots enhanced student participation and self organization In contrast, Iqbal et al (2022) found reluctance among Pakistani teachers due to concerns about cheating and privacy Divekar et al (2022) reported positive
19 I Page impacts of AI and XR on second language acquisition, especially in vocabulary and conversational skills.
Ji et al (2022) emphasized chatbots' ability to assist language learning and ease teacher workloads All et al (2023) found that ChatGPT promotes student motivation in reading, writing, grammar, and vocabulary, though there was uncertainty regarding its impact on speaking and listening skills Firat (2023) noted positive feedback on ChatGPTs individualization of learning, despite concerns about privacy and bias.
Baidoo-Anu and Owusu-Ansah (2023) stressed the importance of preparing students for AI-dominated job markets Algouzi and Alzubi (2023) highlighted the need to consider sociolinguistic factors in AI communication Kohnke (2023) supported the use of chatbots in improving vocabulary retention for tertiary-level students.
Overall, these studies demonstrate the growing use of chatbots like ChatGPT in language education, enhancing student interest, autonomy, and achievements Further research is needed to explore their effectiveness, particularly in improving writing proficiency among English majors at NTTU.
RESEARCH GAP
2.3.1 Limited focus on writing skills
While numerous studies have explored chatbots in general language learning— such as reading comprehension, vocabulary, and grammar—there is a lack of research specifically focused on ChatGPT's impact on writing skills Most existing studies, including those by Pham et al (2018) and Haristiani & Rifai (2021), primarily address broader learning outcomes or specific areas like grammar and vocabulary in students' native languages This gap highlights the need for targeted research on how ChatGPT can enhance writing skills.
2.3.2 Inadequate examination of student perceptions
While some research has explored instmetors' perceptions of ChatGPT (All et al., 2023; Iqbal, Ahmed, & Azhar, 2022), there is limited focus on English major students' perspectives It is crucial to examine how these students perceive and engage with ChatGPT, especially for writing tasks Previous studies have often addressed
20 I Page general perceptions of AI tools or specific aspects rather than providing insights into students' evaluations of writing assignments.
A prior study identified various ethical issues related to AI in education, including privacy and bias (Firat, 2023) However, there is limited evidence on how these ethical considerations may influence students' attitudes toward ChatGPT as a writing tool Therefore, investigating these concerns in relation to writing skills will provide deeper insights into the potential benefits and risks of using AI in academic writing.
Research has been conducted in various geographical and organizational contexts, including Turkey, Sweden, Canada, Australia, and Pakistan (Firat, 2023; Iqbal et al., 2022) However, there is a gap in the literature regarding the context of NTTU and similar institutions in Vietnam This gap may reveal cultural and institutional factors that influence the reception of ChatGPT as a writing tool and its potential benefits.
2.3.5 Comprehensive evaluation of ChatGPT’s impact
Previous research has highlighted the benefits of chatbots in language learning, such as enhancing motivation and self-organization (Vazquez-Cano et al., 2021; Kohnke, 2022) However, there is a lack of detailed studies on how ChatGPT specifically affects writing skills, particularly regarding the quality, creativity, and critical thinking involved in written outputs Further research is needed to assess how ChatGPT facilitates various aspects of writing and to identify effective integration strategies for writing programs.
While there has been some analysis of instructors’ attitudes toward ChatGPT, the dynamics of instructor-student relationships in ChatGPT-based writing assignments remain understudied Understanding how instructors' perceptions and support affect students’ experiences with AI can help identify effective strategies for utilizing ChatGPT and potential barriers.
Therefore, this study aims to address these research gaps to better understand ChatGPT's role in improving the writing skills of English major students It seeks to gather insights into how English major students at NTTU perceive the use of ChatGPT for writing assignments, benefiting both research and practical applications in language learning and teaching.
THEORETICAL FRAMEWORK
According to constructivist theory, particularly as articulated by Bruner (1996), learners construct meaning and knowledge through their experiences and reflective practice In the context of ChatGPT, this theory supports using the AI as a writing experiment environment ChatGPT enhances students’ writing skills by providing real time feedback and recommendations as they write This approach aligns with constructivism, allowing students to expand their knowledge base and develop skills through active, independent work and personalized classroom activities.
Vygotsky’s (1980) social constructivism emphasizes the importance of social interaction and collaboration in the learning process ChatGPT’s conversational capabilities enable teachers to provide immediate feedback and answer student questions, enhancing learning through digital group work This application of social constructivism suggests that students can engage in dialogue and interaction, and ChatGPT can facilitate this by helping them negotiate meaning and develop their writing skills.
Cognitive load theory, proposed by Atkinson and Shiffrin (1968), suggests that learners have a limited capacity for processing information Instructional materials should minimize unnecessary demands while maximizing essential engagement ChatGPT can help manage cognitive load by providing targeted feedback and guidance, reducing the cognitive effort needed to understand and apply writing principles By offering focused support and suggestions, ChatGPT makes the writing process more manageable and efficient for students.
Simon’s (1978) information processing theory explains how learners encode, store, and retrieve information, emphasizing the significance of feedback in refining understanding and improving performance ChatGPT aligns with this theory by providing immediate, context-sensitive feedback, helping students process information about their writing, identify errors, and apply corrections This real-time feedback enhances effective information processing, fostering the development of writing skills through iterative practice and reflection.
Integrating these theoretical perspectives offers a comprehensive framework for understanding ChatGPT's impact on writing skills and student perceptions Constructivism and social constructivism emphasize the interactive and collaborative aspects of learning with ChatGPT, while cognitive load theory and information processing theory detail how ChatGPT supports cognitive processes and feedback mechanisms By examining the perceptions of English major students at NTTU within this framework, the study aims to explore how ChatGPT can enhance writing skills through personalized, interactive, and cognitively supportive tools This theoretical foundation will guide the research in assessing ChatGPT's effectiveness and understanding its role in education.
METHODOLOGY
RESEARCH SETTING
Table 1: Survey Participants by Academic Year
Figure 2: Survey Participants by Academic Year
This Study was conducted at Nguyen Tat Thanh University (NTTU) in Ho Chi Minh City, Vietnam, which is known for its diverse student body and commitment to integrating modern technologies into its curriculum The focus is on the English Department, encompassing students from all academic years—from freshmen to seniors—to capture a wide range of perspectives on using ChatGPT to enhance writing skills.
The survey data indicates that first-year students represent the smallest proportion of participants This lower involvement may stem from their recent introduction to the English major and limited exposure to tools like ChatGPT Second- year students make up more than a third of the respondents, suggesting a growing familiarity and interest in technological tools as they progress in their studies.
Third-year students constitute the largest group, comprising 42% of participants Their high participation rate may reflect their advanced engagement with writing tasks and a greater likelihood of using tools like ChatGPT Conversely, fourth year students have the lowest participation rate, possibly due to their focus on completing their studies and less engagement in surveys This could also imply that they are concentrating on specific tasks, such as thesis writing, where their opinions on tools like ChatGPT may already be formed Overall, the majority of participants are from the second and third years, indicating a higher interest in Al tools like ChatGPT
24 I Page in their writing courses The low representation of first and fourth-year students suggests varying levels of engagement with these tools throughout their academic journey This distribution offers a diverse perspective on the perceptions of ChatGPT, reflecting different experiences and exposures across academic years.
RESEARCH PARTICIPANTS
Table 2: Survey Participants by Gender
Figure 3: Survey Participants by Gender
The participants in this study are English major students currently enrolled at Nguyen Tat Thanh University (NTTƯ) The target sample consists of 300 students from various academic levels, ensuring broad representation of the student population
A non-random, convenience sampling method was used for practical and efficient data collection, with an anticipated 286 valid responses expected for analysis The participants' diverse backgrounds and varying exposure to language learning tools like ChatGPT are crucial for understanding perceptions of this AI tool in writing instruction.
Male students represent just over a quarter of the total participants, which may reflect the overall gender distribution within the English major at NTTU, where female students typically outnumber males This could also suggest lower engagement or participation rates among male students regarding surveys on AI tools like ChatGPT.
Female students constitute nearly three-quarters of the respondents, indicating a stronger interest or engagement with the study's subject Given this majority, the results may predominantly reflect female perspectives and experiences with ChatGPT in enhancing writing skills The gender distribution highlights a clear majority of female participants, which may influence the study's findings It is essential to consider
25 I Page this gender imbalance when interpreting results, as it could affect the generalizability of conclusions about perceptions of ChatGPT's effectiveness in improving writing skills Additionally, the dominance of female participants may reveal gender-specific attitudes toward AI tools in education, offering insights that could inform targeted pedagogical strategies.
RESEARCH INTRUMENTS
The primary instrument for data collection in this study is a structured questionnaire designed to measure the perceptions of NTTU’s English major students regarding the use of ChatGPT in enhancing their writing skills The questionnaire is divided into three sections, each addressing a specific research question and covering different aspects of the students' perceptions, the influencing factors, and recommendations for effective use.
This section explores the first research question 1: “How do English-major students at NTTU perceive the use of ChatGPT in writing skills class?” The questions in this section are designed to gauge students’ perceptions of the benefits and potential concerns associated with using ChatGPT for writing skills Fhstly, students’ recognition of the benefits that ChatGPT can offer in improving their writing Secondly, concerns or potential drawbacks that students might perceive, such as dependency on AI, the risk of reduced creativity, or ethical issues Thirdly, students’ views on the future role of ChatGPT in writing instruction, including whether they see it as an essential tool for future learning environments.
This section addresses the second research question: “What factors influence students’ perceptions of using ChatGPT to improve writing skills?” It focuses on identifying the various factors that shape students’ perceptions Key factors mclude gender, examining differences between male and female students; academic year, assessing how perceptions vary among freshmen, sophomores, juniors, and seniors; and course type, exploring how specific courses affect attitudes toward ChatGPT Additionally, it considers the frequency of use and how often students engage with
ChatGPT influences their perceptions It also looks at the primary purposes for which students use ChatGPT and how these purposes shape their views, as well as the availability and quality of support (training and guidance from instructors) provided to students when using the tool.
This section addresses the third research question: “What expectations can enhance the effectiveness of ChatGPT in supporting English-major students at NTTƯ in improving their writing skills?” The questions aim to gather students’ suggestions on optimizing ChatGPT's use in writing classes Topics include evaluating ChatGPT's responses and strategies for critically assessing its outputs, crafting clear prompts to elicit useful responses, and encouraging students to view ChatGPT as a supportive tool rather than a replacement for their writing efforts Additionally, it covers best practices for responsible and ethical usage, the importance of obtaining instructor approval before using AI tools, and how ChatGPT can assist in the editing and drafting process
It also addresses familiarizing students with AI detection tools to maintain academic integrity and suggests ways to incorporate ChatGPT into classroom activities to enhance learning Each question is rated on a 5-point Likert scale, ranging from
“Strongly Disagree” to “Strongly Agree,” allowing for nuanced insights into students' attitudes and beliefs The questionnaire was developed based on a thorough review of relevant literature and piloted with a small group of students to ensure clarity and reliability.
DATA COLLECTION AND DATA ANALYSIS
Data for this study was collected through a structured questionnaire distributed to 300 English major students at NTTƯ The questionnaire, designed to address three key research questions regarding students’ perceptions, influencing factors, and recommendations for enhancing ChatGPT's use in improving writing skills, is divided into three sections Section 1 explores students' perceptions of ChatGPT in writing classes, Section 2 investigates factors influencing these perceptions—such as gender, academic year, course enrollment, frequency and purpose of ChatGPT use, and
27 I Page available support—and Section 3 gathers insights on how to enhance ChatGPT's effectiveness based on student experiences and suggestions The data collection took place in March 2024 during class time to maximize response rates, allowing students ample time to complete the questionnaire All responses were reviewed for completeness and consistency to ensure data integrity before analysis.
Once data collection was completed, the gathered data were analyzed using descriptive and inferential statistical methods to comprehensively address the research questions Descriptive statistics summarized central tendencies and variations in students’ responses, calculatmg measures such as mean scores, standard deviations, and frequency distributions for perceptions (Section 1), influencing factors (Section 2), and expectations (Section 3) This provided an overview of general trends within the dataset.
Inferential statistical techniques explored relationships between variables, tested hypotheses, and identified significant differences among student groups Comparisons were made between male and female students, students from different academic years, and those with varying levels of ChatGPT usage to detect statistically significant differences in perceptions Analyses were conducted using SPSS 20 and Excel, ensuring robust testing of findings.
A cross-sectional analysis examined how factors like gender, academic year, and frequency of ChatGPT use interacted to influence students’ perceptions of its effectiveness in enhancing writing skills This analysis revealed nuanced insights into how these factors shaped overall views and experiences For the open-ended questions in Section 3 regarding expectations, thematic analysis identified common themes, providing deeper insights into optimizing ChatGPT’s integration into writing instruction.
The results of these analyses were crucial for understanding ChatGPT's role in language education at NTTU, guiding future pedagogical strategies and recommending ways to enhance the use of AI tools in improving students’ writing skills.
RELIABILITY STATISTICS
Data Cronbach’s Alpha N of Items
The reliability of the data collected for the study was assessed using Cronbach's Alpha, which measures internal consistency The overall Cronbach's Alpha score for the entire dataset is 0.908, indicating high reliability across the 37 items Specifically, Section 1 (Perceptions) has a Cronbach's Alpha of 0.792 for 12 items, exceeding the acceptable benchmark of 0.7 Section 2 (Factors) shows a strong internal consistency with a score of 0.863 for 16 items, while Section 3 (Expectations) has a Cronbach's Alpha of 0.809 for 9 items, also above the acceptable threshold All Cronbach's Alpha values fall within the acceptable range of 0.6 to 1, confirming that the questionnaire provides dependable and consistent data for analyzing the impact of ChatGPT on writing skills.
FINDINGS AND DISCUSSION
PERCEPTIONS
Content Keyword Mean Std Deviation
1 The diverse learning sources suggested by
ChatGPT in creating engaging learning materials for writing classes.
2 The use of ChatGPT in writing classes has the potential to enhance students' writing skills Skills enhancement 3.36 0.940
3 ChatGPT proves useful by suggesting reading resources to students, which can inspire ideas for writing tasks.
4 In my opinion, ChatGPT can provide immediate responses to any questions posed by lecturers Responses 3.43 1.019
5 By providing accurate feedback and valuable suggestions for revisions, ChatGPT helps students improve their grammar and vocabulary in writing performance.
6 Integrating ChatGPT into writing classes can boost students' learning motivation Motivation 3.31 0.975
7 In my view, ChatGPT can serve as an effective tutor in writing classes Tutor 3.22 0.927
Overall, the mean scores indicate that students recognize the value of ChatGPT in enhancing their learning experience, particularly in providing diverse resources and suggestions for reading materials that inspire their writing However, their perceptions are moderate, as reflected in the mean values across all items Among the perceived benefits, the highest-rated is “Resources,” with a mean score of 3.66 and a standard deviation of 0.903, indicating that students value ChatGPT's ability to suggest relevant reading materials Conversely, the lowest-rated benefit is “Tutor,” with a mean score of 3.22 and a standard deviation of 0.927, suggesting that students are less convinced of ChatGPT’s effectiveness as a tutor, although they still see potential in this role The standard deviations, ranging from 0.903 to 1.019, show some variability in responses, which may reflect differences in individual usage, learning styles, or prior experiences with similar tecluiologies While students generally agree on ChatGPT's utility in enhancing writing skills and motivation, their overall perception remains one of cautious optimism This hesitance may stem from the recent introduction of AI tools like ChatGPT in educational settings, indicating a period of adjustment as students learn to use the tool more effectively.
Ranking the benefits in order of perceived value: Tutor -> Motivation -> Skills enhancement -> Feedback -> Learning sources -> Responses -> Resources These
31 I Page rankings reflect the areas where students perceive ChatGPT to be most and least beneficial in their writing classes The high rating for “Resources” indicates that students particularly appreciate the practical support ChatGPT provides in terms of accessible content and material for their writing tasks In contrast, the lower rating for
“Tutor” suggests that while ChatGPT is useful, students might still prefer human interaction or may feel that the tool needs further development to fulfill a more active tutoring role effectively The overall moderate scores across the board indicate a balanced but cautious optimism, with room for further integration and improvement in using ChatGPT for writing skill enhancement.
With a mean score of 3.41 and a standard deviation of 0.912, students recognize ChatGPT's ability to provide diverse learning sources, which enrich their writing classes and stimulate interest in various topics However, the high standard deviation indicates differing opinions on this benefit, reflecting variations in how students utilize these resources.
A mean score of 3.36 and a standard deviation of 0.940 suggest that students view ChatGPT as a tool for improving writing skills, particularly in grammar, vocabulary, and composition While they see its potential, the score implies that they consider it a supplementary resource rather than a primary one The variability in scores may relate to individual proficiency levels and engagement with the tool.
Students rated ChatGPT's utility in providing reading materials highly, with a mean score of 3.66 and a standard deviation of 0.903 This feature helps inspire ideas and broadens perspectives, making it one of the most valued aspects of ChatGPT, as it directly impacts the content quality of their writing assignments.
The mean score of 3.43 and a standard deviation of 1.019 indicate that students appreciate ChatGPT's immediate responses to questions This prompt feedback
32 I Page enhances understanding, although the high standard deviation shows varying perceptions of its utility, with some students preferring more detailed explanations.
ChatGPT is seen as a valuable tool for writing feedback, evident from a mean score of 3.37 and a standard deviation of 0.960 While it aids in refining grammar and vocabulary, some students still prefer feedback from instructors or peers.
With a mean score of 3.31 and a standard deviation of 0.975, students acknowledge the motivational benefits of using ChatGPT, though the impact appears modest The variability in motivation levels may stem from individual learning styles and the novelty of AI in academia.
A mean score of 3.22 and a standard deviation of 0.927 reflect students' view of ChatGPT as a potential tutor While some see its guidance as valuable, the lower score suggests many remain unconvinced of its ability to replace traditional tutoring methods.
In summary, these findings indicate a generally positive perception of ChatGPT’s benefits in writing classes, particularly in providing resources and immediate feedback However, the variability in responses highlights the need to address individual differences in interactions with AI tools, suggesting that ChatGPT's effectiveness may be enhanced when combined with traditional teaching methods and personalized support.
Table 5: Perceptions of ChatGPT Disadvantages
Content Keyword Mean Std Deviation
8 Students might become too dependent on
ChatGPT potentially impairing their critical thinking and problem-solving abilities Dependence 3.93 0.945
9 Introducing ChatGPT in writing classes may raise concerns regarding the academic integrity of students" submitted papers Academic integrity 3.68 0.985
10 Employing ChatGPT could potentially lead to significant privacy and security risks tied to the handling of student data.
The data reveals students' concerns about using ChatGPT in writing classes, particularly regarding dependence, academic integrity, and privacy The highest mean score is for "Dependence," at 3.93 with a standard deviation of 0.945, indicating strong apprehension about becoming overly reliant on ChatGPT, which could hinder their critical thinking and problem-solving skills The low standard deviation reflects a consistent level of agreement on this concern across the student body.
The next significant concern is "Academic Integrity," which has a mean score of 3.68 and a standard deviation of 0.985 This suggests that students are worried about how using ChatGPT might compromise the honesty and originality of their work, with fears of plagiarism and diminished personal ability The slightly higher standard deviation indicates variability in the strength of this concern but underscores its importance.
Figure 6: Perceptions of ChatGPT Disadvantages
The lowest mean score among the three concerns is for "Privacy," at 3.44 with a standard deviation of 0.954 Although this score is above the neutral midpoint, indicating moderate concern, it suggests students are less worried about privacy and security risks related to ChatGPT than about dependence and academic integrity Nonetheless, the concern remains relevant as students acknowledge potential risks associated with data handling by AI systems.
The ranking of concerns is as follows: “Privacy,” “Academic Integrity,” and
“Dependence.” These concerns underscore important considerations for integrating ChatGPT into writing instruction The primary worry is the potential for students to become overly dependent on AI, followed by concerns about maintaining academic integrity and privacy To address these issues effectively, educators should implement strategies that promote independent critical thinking, uphold academic honesty, and safeguard students' privacy, ensuring that the use of ChatGPT enhances rather than undermines their learning experiences.
The mean score of 3.93 for the concern about “Dependence” highlights a significant worry among students regarding Al's impact on their critical thinking and problem-solving skills While students appreciate ChatGPT's utility, they fear that excessive reliance on this tool could diminish their ability to think independently and engage deeply in the writing process This concern underscores the need for educators to balance AI usage with activities that promote original thought, such as reflective exercises and peer reviews.
FACTORS
Figure 8: Gender Impact on Perceptions of ChatGPT Advantages
Figure 9: Gender Impact on Perceptions ofChatGPT
Figure 10: Gender Impact on Perceptions of CliatGPT Future Development
4.2.1 1 The impact of gender on perceptions of the advantages of using ChatGPT for writing skills: Female students rate ChatGPT higher in terms of resources (3.75 vs 3.4), responsiveness (3.47 vs 3.31), and learning materials (3.46 vs 3.27) They also give a slightly higher score for skills enhancement (3.4 vs 3.25) Male students, however, rate ChatGPT's tutor-like role slightly higher (3.23 vs 3.22) Overall, female students tend to see more benefits in ChatGPT for learning.
4.2.1.2 The impact of gender on perceptions of the disadvantages of using ChatGPT for writing skills
Both genders are concerned about dependence on ChatGPT, with female students rating it slightly higher (3.93 vs 3.92) Both rate academic integrity risks
38 I Page equally (3.68), but female students show greater concern for privacy (3.53 vs 3.2) Overall, female students tend to exhibit higher concern about ChatGPT’s risks, particularly in dependence and privacy.
4.2.1.3 The impact of gender on perceptions of the future development of using ChatGPT for writing skills
Male students are more positive about ChatGPT as a supplement to human teaching (3.49 vs 3.44), while female students are more confident in learning how to use it effectively (3.7 vs 3.55) Female students may prefer traditional methods but are more adaptable to using AI when necessary Educational strategies should consider these gender differences when integrating AI tools.
Figure 11: Academic Year Impact on Perceptions of ChatGPT Advantages
Figure 12: Academic Year Impact on Perceptions of ChatGPT
Figure 13: Academic Year Impact on Perceptions ofChatGPT Future
4.2.2.Ỉ The impact of academic year on perceptions of the advantages of using ChatGPTfor writing skills
First-year students highly value ChatGPT's "Resources" (3.68) but give lower ratings for its "Tutor" role (3.11) By the second year, they appreciate "Learning Sources" (3.40) and "Motivation" (3.18) more, recognizing its support in enhancing writing Third-year students rate "Skills Enhancement" (3.47) and "Resources" (3.77) higher, reflecting deeper integration of ChatGPT into their learning Fourth-year students give the highest ratings for "Skills Enhancement" and "Feedback" (3.50 each), showing a full recognition of ChatGPT’s impact Overall, as students advance, they increasingly value ChatGPT for skills development and feedback.
4.2.2.2 The impact of academic year on perceptions of the disadvantages of using ChatGPT for writing skills
First-year students express moderate concerns about privacy, academic integrity, and dependence on ChatGPT By the second year, privacy concerns decrease slightly as familiarity grows, but academic integrity concerns rise Third-year students see an increase in privacy and academic integrity concerns, reflecting a critical view of ChatGPT’s risks In the fourth year, privacy concerns decline, but academic integrity concerns peak, showing a heightened awareness of ethical issues Dependence on ChatGPT decreases slightly in the final year as students gain independence in writing.
4.2.2.3 The impact of academic year on perceptions of the future development of using ChatGPTfor writing skills
First-year students rate ChatGPT's role as a supplement and its learning effectiveness modestly By the second year, they value its supplementary role more, though their view of its effectiveness decreases slightly Third-year students further appreciate its role as a support tool and grow more confident in its effectiveness Fourth-year students give the highest ratings for ChatGPT’s supplementary role, but see a slight decline in its effectiveness, showing a balanced perspective on its integration into learning.
Figure 14: Course Impact OU Perceptions of ChatGPT Advantages
4.2.3.1 The impact of course on perceptions of the advantages of using ChatGPT for writing skills
Students across different courses generally recognize similar benefits of using ChatGPT, but the emphasis varies In Reading, feedback (3.57) and skills
41 I Page enhancement (3.54) are valued more, reflecting a need for constructive support In Writing, Research Methodology, and Translation, "Resources" receive the highest ratings (3.73-3.76), showing ChatGPT's usefulness in providing diverse learning materials In Grammar, students appreciate "Skills enhancement" (3.51) and
"Feedback" (3.49) for improving technical language skills The "Tutor" role is rated the lowest across all courses (3.26-3.35), indicating a preference for using ChatGPT as a supplementary tool rather than a primary guide.
4.2.3.2 The impact of course on perceptions of the disadvantages of using ChatGPT
Figure J5: Course Impact on Perceptions of ChatGPT Figure 16: Course Impact on Perceptions of
"Dependence" is the top concern in all courses, highest in Reading (3.97), followed by Translation (3.93), Grammar (3.92), Writing, and Research Methodology (3.90) "Academic Integrity" ranks second, with slightly higher concerns in Reading (3.73) and Translation (3.71) Privacy concerns are rated lower but still significant, ranging from 3.45 (Writing, Research Methodology) to 3.50 (Reading) These concerns reflect varying levels of awareness depending on the course, with Reading and Translation students showing more worry about dependence and integrity issues.
4.2.3.3 The impact of course on perceptions of the future development of using ChatGPT for writing skills
Students are optimistic about ChatGPT’s role in enhancing learning "Effective Learning" is rated higher than "Supplementary" across all courses, especially in Reading (3.82) and Grammar (3.78), indicating that students see ChatGPT as a valuable tool for comprehension and language improvement The "Supplementary" role is also appreciated, with Reading (3.63) scoring the highest Writing (3.50) and Research Methodology (3.48) have the lowest ratings for both areas, suggesting that students in these courses view ChatGPT more cautiously as a support tool.
Figure 17: Frequency Impact on Perceptions of CliatGPT Advantages
4.2.4.1 The impact offrequency on perceptions of the advantages of using ChatGPT for writing skills
Students perceive ChatGPT's advantages more positively with frequent use When used in "Every lesson," "Resources" (3.84) and "Responses" (3.66) are rated highly, while "Tutor" (3.22) is lower, suggesting overuse may reduce its effectiveness as a tutor With use in "Most lessons," ratings improve, especially for "Resources" (3.96) and "Skills enhancement" (3.76), showing balanced integration is seen as most beneficial Limited use ("Some" or "One or two lessons") lowers perceived benefits, particularly in "Skills enhancement" and "Motivation," indicating that consistent use leads to more positive outcomes.
4.2.4.2 The impact of frequency on perceptions of the disadvantages of using ChatGPT for writing skills
Figure 18: Frequency Impact on Perceptions of ChatGPT Figure 19: Frequency Impact on Perceptions of
The more frequently ChatGPT is used, the greater the concerns about dependence, academic integrity, and privacy When used in "Every lesson,"
"Dependence" is the top concern (4.01), with significant worries about academic integrity (3.79) As frequency decreases, these concerns lessen but remain high even with limited use This suggests that frequent integration raises fears of overreliance and ethical issues, while less frequent use alleviates but doesn't eliminate these concerns.
4.2.4.3 The ilitpact of frequency on perceptions of the future development of using ChatGPT for writing skills
Frequent use of ChatGPT is associated with positive perceptions of its future role When used in "Every lesson," students rate its effectiveness (3.91) and supplementary role (3.51) highly With use in "Most lessons," perceptions slightly improve (effectiveness: 3.94), indicating regular use is seen as the most effective Infrequent use results in lower ratings, suggesting that students believe consistent integration is key to maximizing ChatGPT’s potential in improving writing skills.
4.2.5.1 The impact of purpose on perceptions of the advantages of using ChatGPT for writing skills
Figure 20: Purpose Impact on Perceptions of ChatGPT Advantages
Students’ perceptions of ChatGPT’s advantages vary based on its purpose When used for "Lesson plans," advantages are rated lower, with "Resources" scoring 3.73 ChatGPT is seen as more beneficial for "Learning materials" (Resources: 3.77) and as a "Learning assistant" (Resources: 3.80, Skills enhancement: 3.57) The highest ratings occur when used for "Assignments" (Resources: 3.82, Skills enhancement: 3.63), where students appreciate its feedback and tailored support Overall, students find ChatGPT most useful when it directly supports assignments and least useful for lesson planning.
4.2.5.2 The impact of purpose on perceptions of the disadvantages of using ChatGPTfor writing skills
Figure 21: Purpose Impact on Perceptions ofChatGPT
Figure 22: Purpose Impact on Perceptions of ChatGPT Future Development
Concerns about privacy, academic integrity, and dependence differ based on how ChatGPT is used For "Lesson plans" and "Learning materials," concerns are moderate, with privacy rated at 3.49 As a "Learning assistant," dependence rises (3.98), reflecting worries about over-reliance For "Assignments," privacy concerns are highest (3.57), while dependence decreases slightly (3.87) Overall, the more integral ChatGPT is to the learning process, the higher the concern for dependence, especially when used for assignments.
4.2.5.3 The impact of purpose on perceptions of the future development of using ChatGPTfor writing skills
Students are optimistic about ChatGPT’s potential, particularly when used for
"Assignments" (Supplement: 3.67, Effective learning: 3.83), where they see it
46 I Page enhancing their ability to complete tasks For "Learning materials," students believe ChatGPT can provide useful resources (Supplement: 3.6, Effective learning: 3.78) Lower ratings for "Lesson plans" (Supplement: 3.5) and as a "Learning assistant" (3.57) suggest students view it as less transformative in these roles Overall, students see ChatGPT as most valuable for assignment support and content provision.
4.2.6 Ỉ The impact of support on perceptions of the advantages of using ChatGPT for writing skills
Figure 23: Support Impact on Perceptions of ChatGPTAdvantages
Students’ perceptions of ChatGPT's advantages vary slightly based on the type of support—Technology, Training, or Management Under "Technology" support,
"Resources" is rated the highest (3.73), while "Tutor" is rated lower (3.28), suggesting students find ChatGPT most helpful for providing resources "Training" support shows similar ratings, with a slight increase in "Tutor" (3.3), reflecting a marginal improvement with training Under "Management" support, scores are consistent, with
"Resources" still rated highest (3.76) Overall, students value ChatGPT's ability to provide resources across all support types, with slight differences in perceived advantages based on the support context.
4.2.6.2 The impact of support on perceptions of the disadvantages of using ChatGPT for writing skills
Figtire 24: Support Impact on Perceptions of ChatGPT Figure 25: Support Impact on Perceptions of ChatGPT
EXPECTATIONS
Table 7: Student Expectations of ChatGPT Usage
Content Keyword Mean Std Deviation
20 Students should be aware of the limitations of
ChatGPT and consistently evaluate the quality of its responses to their questions or requirements.
21 It is crucial for students to know how to provide specific prompts that work well with ChatGPT Prompts 3.96 0.771
22 Students should recognize that ChatGPT serves as a supplementary tool for their learning Supplementary tool 3.81 0.89
23 Teachers should provide guidance to students on how to properly utilize ChatGPT Proper utilization 3.86 0.877
24 Teachers should allow students to utilize
ChatGPT during classroom activities Permission 3.5 0.882
25 In my viewpoint, teachers should actively encourage students to utilize ChatGPT during the revision and editing phases Revision and editing 3.58 0.841
26 Teachers should mandate students to submit rough drafts or outlines alongside their final papers to maintain academic integrity Draft 3.63 0.964
27 Teachers should notify students that AI content detectors such as GPTZero Percent Human, and
Originality AI will be used to review their submitted work.
28 Teachers should construct activities that necessitate the utilization of critical thinking and problem-solving abilities by students.
The analysis of the questionnaire results reveals that students assign a high level of importance to “Evaluation” (3.87), indicating a strong recognition of the necessity to critically assess ChatGPT's outputs This high rating underscores the students’ understanding of the need to scrutinize the quality and relevance of AI-generated content The emphasis on evaluation reflects a commitment to using ChatGPT as a tool that provides supplementary assistance rather than a substitute for personal judgment
To support this, educators should focus on developing students' skills in evaluating AI responses, helping them discern between accurate and less reliable information This approach ensures that students can leverage ChatGPT effectively while maintaining academic rigor.
The highest mean rating is assigned to “Prompts” (3.96), highlighting the crucial role of crafting specific and effective prompts when using ChatGPT This result suggests that students are aware of the importance of providing clear, well-
49 I Page structured prompts to obtain useful and relevant responses from the tool The high rating for prompts reflects an understanding that the quality of interactions with ChatGPT significantly depends on how queries are formulated Educators should therefore incorporate training on prompt formulation into their curriculum, offering students strategies to create precise and effective prompts This will enhance students' ability to engage with ChatGPT and improve the relevance of the information received.
“Supplementary tool” (3.81) received a high rating, indicating that students view ChatGPT as an additional resource rather than a replacement for traditional educational methods This suggests a nuanced understanding of ChatGPT’s role in supporting learning processes Students recognize that while ChatGPT can enhance their learning experience, it should complement rather than replace conventional educational practices Educators should reinforce this perspective by guiding students on how to integrate ChatGPT effectively into their learning process, emphasizing its role as a supportive tool that works alongside other resources.
The rating for “Proper utilization” (3.86) further emphasizes the importance of effective guidance on integrating ChatGPT into learning processes This high rating indicates that students value clear instructions on how to use ChatGPT responsibly and effectively Teachers should provide comprehensive guidelines on best practices for utilizing ChatGPT, ensuring that students understand how to use the tool to support their writing tasks while maintaining academic integrity This guidance will help students make the most of ChatGPT’s capabilities while upholding high standards of academic work.
The lowest mean rating of “Permission” (3.5) indicates that while students agree on the importance of allowing ChatGPT use in classroom activities, it is less emphasized compared to other aspects This could reflect varied opinions on the extent to which ChatGPT should be integrated into regular classroom activities Educators
50 I Page should consider the context and specific needs of their classroom when deciding on the extent of ChatGPT’s use They should evaluate how ChatGPT can be incorporated to enhance learning experiences while balancing concerns about its impact on traditional teaching methods.
The lowest rating for “Revision and Editing” (3.58) suggests that while students view ChatGPT’s role in these phases as beneficial, it may not be considered as central as other aspects like prompts and evaluation This indicates a recognition of the value of ChatGPT in enhancing the quality of writing but a preference for other factors in the writing process Educators should actively promote the use of ChatGPT during revision and editing stages, helping students understand how the tool can support these phases to refine their work and improve writing skills.
The rating for “Draft” (3.63) indicates that students support the use of ChatGPT in conjunction with submitting drafts or outlines This relatively high rating suggests that students understand the importance of maintaining academic integrity through documented development of their work Requiring drafts ensures transparency in the writing process and acknowledges the contributions made by ChatGPT Educators should emphasize the importance of submitting drafts alongside final papers, reinforcing the practice as a means to uphold academic standards and document the evolution of students’ work.
“AI Detectors” (3.6) received a slightly lower rating, suggesting that while students recognize the importance of tools that detect AI-generated content, it may not be as critical as other aspects This reflects a moderate level of concern about maintaining originality and addressing potential issues of academic dishonesty Educators should inform students about the use of AI detection tools and their role in ensuring academic integrity By raising awareness of these tools, teachers can help students understand the importance of originality and encourage responsible use of ChatGPT.
“Classroom Activities” (3.84) also received a relatively high rating, reflecting support for incorporating ChatGPT into practical learning settings This suggests that students see value in using ChatGPT during classroom activities as a means to enhance engagement and learning Educators should design activities that effectively integrate ChatGPT, fostering interactive and hands-on learning experiences By incorporating ChatGPT into classroom exercises, teachers can provide real-time support and encourage students to apply their knowledge in practical scenarios.
Figure 26: Mean Fa I lies of Expectations (Section 3)
The analysis of the questionnaire results indicates varying levels of importance assigned to different aspects of ChatGPT's usage and its integration into educational practices.
The highest mean rating is given to “Prompts” (3.96), highlighting the importance of students knowing how to craft specific and effective prompts for ChatGPT This suggests that students recognize the significance of using well- structured prompts to obtain useful and relevant responses from the tool Closely following is “Evaluation” (3.87), emphasizing the necessity for students to be aware of ChatGPT's limitations and to assess the quality of its responses critically This reflects
52 I Page an understanding that while ChatGPT can be a valuable resource, its outputs need careful evaluation to ensure accuracy and relevance.
“Proper Utilization” (3.86) and “Supplementary Tool” (3.81) also receive high ratings This indicates that students acknowledge the importance of guidance from teachers on effectively integrating ChatGPT into their learning process and recognize it as a supplementary tool rather than a primary resource This shows a nuanced understanding of ChatGPT’s role in enhancing learning rather than replacing traditional educational methods.
“Classroom Activities” (3.84) and “Draft” (3.63) are also rated relatively high, with students supporting the idea of utilizing ChatGPT during classroom activities and requiring submission of drafts or outlines This suggests that there is support for incorporating ChatGPT into practical classroom settings and maintaining academic integrity through drafts.
CONCLUSION AND RECOMMENDATIONS
CONCLUSION
The analysis of students' perceptions regarding ChatGPT in writing classes, particularly among English majors at Nguyen Tat Thanh University (NTTU), reveals a nuanced understanding of its potential “advantages” Students recognize the diverse learning resources ChatGPT offers, finding them instrumental in making writing tasks more engaging and in fostering exploration They particularly value its ability to enhance writing skills, especially in areas like grammar and vocabulary However, they tend to view ChatGPT as a supplementary tool rather than a primary resource, highlighting the tool’s capacity to suggest relevant reading materials and provide instant feedback as key strengths that contribute to the practical aspects of their learning process Despite these benefits, traditional methods—especially feedback from instmetors or peers—remain preferred by students, indicating that while ChatGPT is appreciated, it hasn't yet replaced the value of human interaction in their educational experience Moreover, although ChatGPT offers some motivational benefits, students are less convinced of its role as a tutor, suggesting that they either prefer human interaction or feel that the tool requires further development in this area.
Moving beyond the advantages, the analysis uncovers significant
“disadvantages” that temper students' enthusiasm for using ChatGPT Chief among these concerns is the potential for over-reliance on the tool, with students fearing that excessive use could impair their critical thinking and problem-solving abilities This apprehension reflects a broader anxiety about dependence, where students worry that the convenience and immediacy of AI-driven assistance might undermine their ability to develop essential cognitive skills independently Additionally, there are strong ethical concerns, particularly around plagiarism and the authenticity of their work Students emphasize the importance of maintaining academic integrity, expressing a clear discomfort with the possibility that ChatGPT could inadvertently encourage academic dishonesty While privacy issues are slightly less emphasized, they are still
54 I Page notable, with students aware of the risks associated with data handling This underscores the necessity for robust privacy protection measures to ensure that their personal information is safeguarded while using such tools.
Looking towards the “future development” of ChatGPT, students exhibit a sense of cautious optimism While they see potential in the tool, particularly in how it could evolve to better support their learning, this optimism is tempered by the aforementioned concerns Students believe that with further development, particularly in enhancing its tutoring capabilities and addressing the ethical and privacy issues, ChatGPT could become a more integral part of their learning process However, this future integration would need to strike a balance, ensuring that the benefits of AI are fully leveraged without compromising critical academic values or the students' development of independent skills In sum, the analysis suggests that while students at NTTU recognize the significant potential of ChatGPT, they remain mindful of its current limitations and the need for ongoing development to address their concerns effectively.
The analysis reveals that “gender” significantly influences the perception of ChatGPT's utility in enhancing writing skills among English major students at Nguyen Tat Thanh University Female students consistently demonstrate a more favorable attitude towards integrating AI into their writing practices, particularly valuing ChatGPT's role in providing resources, timely feedback, and additional learning materials This suggests that female students may be more proactive in leveraging digital tools for self-directed learning and are more optimistic about the potential of technology to support their academic growth In contrast, male students, while still recognizing the benefits of ChatGPT, appear to place slightly more value on the tool’s role as a tutor This difference could reflect varying expectations or experiences with traditional educational methods, where male students might find the structured, impartial support from AI more aligned with their learning preferences Overall, the gender-based differences in perception underline the importance of tailoring educational technologies to meet the diverse needs of students Recognizing and
55 I Page addressing these variations can help ensure that AI tools like ChatGPT are effectively and inclusively integrated into educational practices, maximizing their benefits for all learners.
Furthermore, the “academic year” plays a significant role in shaping students' perceptions of ChatGPT, with a clear progression in understanding and valuing the tool's benefits and drawbacks as students advance through their studies First-year students primarily value ChatGPT for its resources, reflecting their need for foundational support As they progress, they begin to appreciate more complex features like feedback and tutoring By their final year, students fully recognize ChatGPT's role in enhancing writing skills, indicating a deeper and more mature understanding of how AI can support their academic growth Concerns about ChatGPT's disadvantages, such as privacy, academic integrity, and dependence, also evolve with experience First-year students express moderate concerns, which intensify as they gain more awareness of the ethical and practical challenges of using
AI in writing However, by the fourth year, there is a nuanced understanding, with some concerns (like privacy) diminishing as students develop better management strategies, while others (like academic integrity) peak, showing heightened awareness of the complexities involved Students’ perceptions of ChatGPT’s future role as a supplementary tool and its effectiveness in learning also evolve, with a modest view in the first year growing into a recognition of its integral role in their learning process by the final year.
Analyzing the influence of “course content” on perceptions of ChatGPT reveals distinct patterns based on the specific demands of each academic discipline Students in the Reading course highly value ChatGPT’s ability to provide feedback, crucial for enhancing comprehension and critical reading skills They appreciate the tool's role in skill enhancement and generating responses, reflecting their need for constructive critique and continuous improvement In contrast, students in Writing, Research Methodology, and Translation courses prioritize ChatGPT's provision of diverse resources, highlighting the necessity of varied learning materials and support for content creation and understanding complex concepts Grammar-focused courses see a
56 I Page significant emphasis on skill enhancement and feedback, indicating that, in the context of grammar studies, the tool’s role in improving language mechanics and providing detailed feedback is particularly valued However, across all courses, the predominant concern is the potential for “dependence” on ChatGPT, with the highest worries noted in Reading and Translation, possibly due to the critical thinking and interpretative skills required in these areas Academic integrity is another major issue, especially pronounced in Reading and Translation courses, where originality and nuanced understanding are crucial.
The “frequency” of ChatGPT’s use in coursework significantly shapes its perceived advantages, disadvantages, and future potential When ChatGPT is integrated into every lesson, students generally perceive it as a valuable resource, particularly appreciating its ability to provide resources and responses However, its role as a personalized tutor is not as highly valued, suggesting that extensive use may lead to a diminishing perception of its tutoring potential On the other hand, using ChatGPT in most lessons results in the highest ratings across categories, with students seeing it as most beneficial for accessing resources, enhancing skills, and providing motivation and feedback This indicates that regular but slightly less frequent integration of ChatGPT strikes the best balance, maximizing its advantages while potentially preventing overreliance Conversely, both ovemse and underuse can diminish its perceived value, highlighting the importance of finding the right frequency to optimize the learning experience.
The “purpose” for which ChatGPT is used also plays a crucial role in shaping students' perceptions When employed for lesson plans, students generally perceive its benefits as limited, particularly valuing its ability to provide resources but not seeing it as highly effective in enhancing skills, motivation, or feedback In contrast, when ChatGPT is utilized for learning materials, students' perceptions of its advantages improve, recognizing the tool's potential to supplement traditional learning materials by providing additional resources and enhancing their understanding As a learning assistant, ChatGPT is perceived even more positively, particularly in its ability to enhance skills and provide valuable resources, although this increased reliance also
57 I Page raises concerns about dependence The highest ratings for ChatGPT's advantages are observed when it is used for assignments, where students highly appreciate its ability to enhance their skills, provide tailored feedback, and offer a wealth of resources that directly impact their academic performance However, privacy and academic integrity concerns are most pronounced when ChatGPT is used for assignments, reflecting the sensitive nature of academic work.
Finally, the type of “support” provided—whether technological, training, or management—also influences students' perceptions of ChatGPT Students generally perceive ChatGPT as beneficial across all types of support, with resources consistently receiving the highest ratings However, concerns about dependence and academic integrity remain significant across all support types, with dependence being most pronounced under technology support, where students fear becoming overly reliant on the tool Interestingly, privacy concerns, while less emphasized, are still notable, especially under technology support Students' perceptions of the future development of ChatGPT are most optimistic under technology support, where they believe in the tool's potential to significantly enhance both its supplementary role and effectiveness in learning.
In summary, gender, academic year, course content, frequency of use, purpose, and type of support all play critical roles in shaping students' perceptions of ChatGPT’s utility in enhancing writing skills Recognizing and addressing the diverse needs and concerns of students across these factors is essential to effectively integrate
AI tools like ChatGPT into educational practices, maximizing their benefits while mitigating potential drawbacks.
The analysis of students' expectations regarding the use of ChatGPT in educational settings, particularly in writing classes, reveals a thoughtful and well- considered approach to integrating this AI tool into their learning processes Notably, students exhibit a clear understanding of the necessity for crafting effective prompts and the critical evaluation of ChatGPT's outputs This emphasis on interaction with the tool highlights the importance students place on using ChatGPT to maximize its
RECOMMENDATIONS
5.2.1.1 Develop institutional policies on Al integration
Schools should establish clear and comprehensive guidelines for the use of ChatGPT and other AI tools in educational settings These policies should encompass standards for academic integrity, specific usage protocols, and considerations for privacy By drafting policies that outline acceptable use cases, implementation protocols across various academic contexts, and procedures for monitoring and enforcing these standards, schools can provide a structured approach to AI integration Additionally, guidelines should address how to manage issues related to academic dishonesty to ensure that the integration of AI tools does not compromise academic quality or integrity This structured approach helps reduce the risk of misuse and ensures that AI tools support educational objectives rather than undermining them Ultimately, creating a uniform approach to AI use benefits all stakeholders involved and provides a framework that supports effective and ethical AI tool implementation.
Investing in the development of training programs and resources on the effective use of ChatGPT is essential This includes offering professional development opportunities for educators and creating resource materials for students, such as tutorials, guides, and hands-on training sessions Schools should build a robust support system featuring instructional materials and expert facilitators who can offer tailored training Additionally, developing online resources and support networks will ensure
60 I Page ongoing access to information and assistance for both educators and students Providing these resources equips both educators and students with the knowledge and skills needed to use ChatGPT effectively and responsibly By enhancing their ability to leverage AI tools while upholding academic integrity, schools foster a more informed and capable user base, thus maximizing the benefits of Al tools and addressing potential drawbacks.
Integrating AI content detection tools into the academic environment is crucial Schools should evaluate, select, and incorporate reliable tools, such as GPTZero, PercentHuman, and Originality AI, into academic workflows It is also important to provide training on how to use these tools and to incorporate their use into academic assessment processes Implementing these tools will enhance the ability to detect and manage issues related to plagiarism and over-reliance on AI Ensuring that these tools are accessible and understood by both educators and students promotes transparency, fairness, and the responsible use of AI tools, thereby upholding the integrity of academic work This proactive approach supports the maintenance of originality and academic integrity, addressing concerns related to AI-generated content and reinforcing ethical standards in academic settings.
5.2.2 1 Integrate ChatGPT into curriculum design
Teachers should thoughtfully incorporate ChatGPT into their curriculum and assignments to enhance learning objectives while preserving academic integrity This involves designing assignments that use ChatGPT for specific educational purposes, such as idea generation, feedback provision, or research assistance It is essential that these uses of ChatGPT complement, rather than replace, traditional critical learning processes For example, assignments might include tasks where ChatGPT assists in brainstorming or refining ideas, but students are still required to engage in the analytical and creative processes independently Designing activities that encourage students to engage with ChatGPT in ways that foster independent thinking and problem-solving will ensure that the tool supports learning objectives and contributes
61 I Page positively to academic growth This integration allows students to benefit from AI while still developing essential critical thinking and writing skills, thus maintaining a balance between technological assistance and traditional learning methods.
5.2.2.2 Provide clear guidelines and support
To facilitate effective and responsible use of ChatGPT, teachers should establish and communicate clear guidelines on how students should use the tool for their assignments and projects These guidelines should cover crafting effective prompts, evaluating the quality of AI-generated responses, and incorporating AI assistance ethically into their work It is also important to regularly review and update these guidelines to keep pace with technological advancements and evolving best practices Providing structured guidance helps students understand how to use ChatGPT appropriately and maintain high academic standards By setting clear expectations and offering ongoing support, teachers can reduce the risk of misuse, promote academic integrity, and enhance students' ability to leverage ChatGPT as a valuable educational resource.
5.2.2.3 Encourage responsible use and critical thinking
Creating a classroom environment that promotes responsible use of ChatGPT and emphasizes critical thinking is crucial Teachers should foster discussions on the ethical implications of AI, including issues related to academic integrity, privacy, and the potential for over-reliance on technology Encouraging students to critically evaluate AI-generated content and use ChatGPT as a supplementary tool, rather than a primary resource, will help them develop a balanced approach to AI This includes teaching students to question the reliability of AI outputs and to integrate AI assistance in a way that supports their learning rather than substituting their own intellectual effort By addressing these ethical and critical aspects, teachers can ensure that students understand the limitations of AI and use it effectively and ethically in their academic work This approach promotes a deeper comprehension of Al’s role in education and helps students develop a nuanced perspective on its benefits and limitations.
5.2.3.1 Develop effective prompting and evaluation skills
Students should focus on learning and practicing how to craft specific and effective prompts when using ChatGPT Mastering the art of prompt formulation will help them obtain more relevant and useful responses from the AI tool Alongside this, it is crucial for students to develop strong evaluation skills to critically assess the quality and accuracy of ChatGPT's responses Engaging in targeted exercises and workshops on prompt creation and response evaluation will enhance students' ability to utilize ChatGPT effectively By honing these skills, students can make the most of ChatGPTs capabilities, ensuring that the information they gather is both pertment and reliable, and thereby supporting their academic work with high standards of accuracy.
Students must uphold academic integrity by using ChatGPT as a supplementary tool rather than a replacement for their own effort It is important to avoid over reliance on AI-generated content and ensure that their assignments and projects reflect their personal understanding and skills Familiarizing themselves with their institution's policies on AI use and academic integrity is essential for compliance and ethical use Maintaining academic integrity will preserve the credibility and value of their work, demonstrating their own capabilities and commitment to learning By integrating ChatGPT responsibly and understanding its role as an aid rather than a crutch, students can contribute to a fair and honest academic environment.
5.2.3.3 Engage actively in learning and feedback
Students should actively participate in learning activities and seek feedback from educators and peers in addition to utilizing ChatGPT While the tool can provide valuable support, it should complement, not replace, direct interactions and feedback Participation in classroom discussions, activities, and peer reviews is crucial for a well-rounded educational experience By balancing the use of ChatGPT with active engagement in these learning processes, students can enhance their understanding, skills, and overall academic performance This approach ensures that the benefits of AI
63 I Page are maximized while maintaining the importance of human interaction and feedback in their educational journey.
FUTURE RESEARCH
5.3.1 Long - term impact of ChatGPT on student writing skills
To understand how ChatGPT influences the development of students' writing skills over an extended period, it is essential to investigate its long-term effects While ChatGPT may provide short-term improvements in writing, examining its impact over time will offer valuable insights into its effectiveness in fostering sustainable skill development This research aims to determine whether ChatGPT contributes to lasting improvements in students' writing abilities or if its benefits diminish as students continue to use the tool Such findings could help educators and institutions assess the long-term value of integrating ChatGPT into educational practices.
5.3.2 Comparative effectiveness of ChatGPT versus traditional writing aids
A comparative study of ChatGPT and traditional writing aids, such as grammar checkers and writing workshops, is crucial to evaluate their respective effectiveness in enhancing students' writing performance By comparing ChatGPT with established writing tools, this research can clarify its unique benefits and limitations Understanding how ChatGPT performs relative to traditional methods will assist educators in making informed decisions about the best ways to incorporate AI tools into writing instruction This evaluation will help determine whether ChatGPT should complement or replace existing writing aids and how it can best be utilized to support students' learning.
5.3.3 Impact of ChatGPT on academic integrity and plagiarism
Examining the impact of ChatGPT on academic integrity and instances of plagiarism is vital to address concerns about academic dishonesty This research will explore whether the use of ChatGPT leads to an increase or decrease in plagiarism among students By assessing how ChatGPT affects adherence to academic integrity standards, insights can be gained into the tool's potential for fostering or undermining ethical academic practices Such findings could guide the development of more
64 I Page effective policies and tools to ensure that AI use in education promotes honesty and originality.
5.3.4 Effectiveness of training programs for ChatGPT utilization
Evaluating the effectiveness of various training programs designed to teach students and educators how to use ChatGPT effectively is an important area of research Investigating different training approaches will help identify best practices for educating users on prompt crafting, response evaluation, and ethical use By understanding which training methods are most effective, institutions can develop more targeted and effective resources to support users This research will contribute to the creation of comprehensive training programs that enhance the responsible and effective use of ChatGPT in educational settings.
5.3.5 Student perceptions of ChatGPT in different academic disciplines
Exploring how students' perceptions of ChatGPT vary across different academic disciplines can provide insights into its role in diverse educational contexts Understanding whether and how perceptions differ by field will inform tailored approaches to integrating ChatGPT into various curricula This research will uncover discipline-specific challenges and opportunities related to the use of AI tools, enabling educators to address unique needs and preferences By investigating these differences, institutions can better support students in effectively using ChatGPT in their specific academic areas.
5.3.6 ChatGPT’s role in enhancing critical thinking and problem - solving skills
Investigating ChatGPT's influence on students' critical thinking and problem solving abilities is essential for understanding its impact on higher-order cognitive skills This research will assess whether ChatGPT facilitates or hinders the development of these skills during learning By examining how the tool supports or challenges critical thinking and problem-solving, we can gain insights into its role in fostering intellectual growth Ultimately, this understanding will inform effective strategies for integrating ChatGPT to enhance these skills in academic settings, providing valuable insights for improving its effectiveness in education.
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