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All Journal Wiralodra English Journal (WEJ)
Wati, Dea Priana
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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CHATGPT IN ACADEMIC WRITING: EFL PRE-SERVICE TEACHERS’ POINTS OF VIEW Azizah, Narisha Nur; Sadifah, Saffanah Navya; Wati, Dea Priana; Misdi, Misdi; Dwiniasih, Dwiniasih
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.456

Abstract

Based on recent developments, artificial intelligence (AI) has transformed the way second language writing is taught. ChatGPT, as a current AI tool, is seen as a potential writing assistant for students. This study explores how university students evaluate ChatGPT when writing academic papers. Employing a qualitative case study, data were collected from six female undergraduate English language education students enrolled in an academic writing course at a private university in West Java, Indonesia, through interviews, reflective diaries, and classroom observations. The findings show a shift in students’ perceptions, from initial doubts to recognizing practical benefits. Many students initially struggled to begin writing due to difficulties generating ideas or forming sentences. After being introduced to ChatGPT, they used it to draft opening paragraphs, check grammar, and explore concepts. Students reported improved ability in structuring thoughts and overcoming writer’s block, leading to more coherent writing. However, some expressed concern about overreliance, fearing it might hinder critical thinking and creativity. The study concludes that while ChatGPT offers substantial support, it should be used as a complementary tool. Educators are encouraged to guide students in leveraging AI to enhance rather than replace their writing skills.
Co-Authors Azizah, Narisha Nur Dwiniasih Misdi, Misdi Sadifah, Saffanah Navya