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All Journal FOSTER: Journal of English Language Teaching International Journal of Language, Education, and Literature (IJLEL)
Duta Aisyah Pratiwi
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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Master Students' Perceptions of Using ChatGPT to Support Critical Thinking in Academic Writing Duta Aisyah Pratiwi; Muhammad Tahir; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ehejhy68

Abstract

This qualitative case study explores master students' perceptions of using ChatGPT to support critical thinking in academic writing at Universitas Negeri Makassar's English Language Education Program. The integration of artificial intelligence in education has sparked debates about its impact on critical thinking development, particularly in academic writing contexts. Using triangulation methods including observations, interviews, self-reflective journals, and documentation analyzed through Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework, this study examines how master students perceive ChatGPT as a supportive tool in their academic writing process. Findings reveal that students maintain positive yet critical perceptions of ChatGPT, viewing it as a valuable brainstorming partner and idea generator that enhances their critical thinking capacity. Students demonstrated strong awareness of ChatGPT's limitations regarding reference accuracy and plagiarism risks, emphasizing the necessity of human verification and critical evaluation. The study concludes that master students perceive ChatGPT as an effective cognitive scaffold that can support critical thinking development when used critically, reflectively, and responsibly, with effectiveness depending on active user engagement rather than passive acceptance of AI-generated outputs.
ChatGPT and Critical Thinking in Academic Writing: A Case Study of Indonesian Graduate Students Duta Aisyah Pratiwi; Muhammad Tahir; Yunitari Mustikawati
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.402

Abstract

This qualitative case study investigates how three master students in the English Language Education Program at Universitas Negeri Makassar implement ChatGPT to support critical thinking in academic writing. Data were collected through triangulation of four sources, direct observations, semi-structured interviews, self-reflective journals, and documentation, and analyzed using Miles and Huberman's (1994) interactive model of data reduction, display, and conclusion drawing, guided by Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework. Findings reveal that students implement ChatGPT systematically across four writing stages: brainstorming and idea development, argument development and organization, information verification and validation, and comparative evaluation with traditional methods. The study's key contribution is its empirical demonstration that effective ChatGPT implementation functions as a cognitive scaffold that enhances rather than replaces critical thinking, provided students engage purposefully, verify outputs against academic sources, and adapt, rather than adopt, AI-generated content. These findings offer practical guidance for pedagogy and institutional policy on responsible AI integration in graduate academic writing.
Co-Authors Muhammad Tahir Yunitari Mustikawati