<![CDATA[English writing proficiency is essential for vocational high school students, yet many still face difficulties in vocabulary, grammar, and organizing ideas. These challenges highlight the need for effective approaches to improve students’ English writing skills. This study examines how ChatGPT assists vocational high school students at SMKN 1 Tapak Tuan in improving their English writing capabilities. Adopting a qualitative case study design, data were gathered through in-depth interviews, observational fieldwork, and document analysis. The primary participants comprised 12 Computer and Network Engineering (TKJ) students selected via purposive sampling, complemented by an English teacher serving as a secondary informant. The qualitative data were analyzed using Braun and Clarke’s (2022) thematic framework, while trustworthiness was secured through source and method triangulation. The results indicate that: (1) students generally exhibit a favorable stance toward using ChatGPT for English composition; (2) the tool aids key writing dimensions, such as grammatical accuracy, vocabulary enrichment, idea generation, structural flow, and sentence construction; and (3) several barriers persist, including technical limitations, AI output constraints, and instructional issues. Conceptually, this work enriches literature on AI integration within vocational English pedagogy, while offering practical insights for educators, institutions, and learners seeking to incorporate ChatGPT into writing instruction.]]>
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