<![CDATA[This study investigates English as a Foreign Language (EFL) university students’ perceptions of using ChatGPT in the revising and editing stages of academic writing. The rapid integration of artificial intelligence tools in language learning has raised important questions regarding their pedagogical role, particularly in writing instruction. Employing a descriptive quantitative research design, this study involved 54 English Education students from the 2023 and 2024 cohorts at Universitas PGRI Jombang. Data were collected through a validated online questionnaire consisting of 24 Likert-scale items distributed via Google Forms. The questionnaire examined students’ perceptions across six aspects, including writing development, explanation quality, revising process, editing process, positive effects, and negative effects. Data were analyzed using descriptive statistics to determine response tendencies. The findings reveal that students generally hold positive perceptions of ChatGPT as a supportive tool in revising and editing, particularly in improving grammatical accuracy, sentence structure, and idea organization. However, concerns related to overreliance and reduced independent critical thinking were also identified. The study concludes that ChatGPT can function as an effective supplementary tool in EFL writing instruction when used critically and under pedagogical guidance. The results offer implications for integrating AI-assisted tools into academic writing courses.]]>
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