Abstract
The purpose of this study is to analyze students' experiences and perceptions of using ChatGPT in process-oriented English writing classes and to explore the effects and limitations of generative AI tools on improving students' English writing skills. The study was conducted with 51 first-year students participating in a required general English course at University. The survey consisted of multiple-choice questions about ChatGPT usage, effectiveness, improvement in English learning ability, and satisfaction with the English writing learning experience using ChatGPT, as well as open-ended questions about the advantages and disadvantages of using ChatGPT in English writing. The data was statistically analyzed using IBM SPSS 27.0. The results revealed that students primarily used ChatGPT for content revision, grammar error correction, and outline creation, and they evaluated ChatGPT as having a positive impact on improving essay quality. Approximately 68% of learners reported finding the English writing activities using ChatGPT interesting. However, there was a notable tendency to use ChatGPT as a supplementary tool rather than directly incorporating its content. Concerns were also raised about the lack of information reliability and over-reliance on the tool. Additionally, students perceived that ChatGPT had limitations in directly improving English language proficiency. In conclusion, ChatGPT was evaluated as a tool that can provide positive learning experiences in English writing education and contribute to generating interest and motivation. However, educational measures are needed to address issues such as information reliability and potential decline in creativity. Based on students' perceptions and satisfaction with their English writing experiences using ChatGPT, this study aims to suggest future research directions and educational implications.
Published Version
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