Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing
This research explores the experiences of EFL students and their strategies when incorporating ChatGPT into their academic writing process. A qualitative case study method was employed, involving three EFL students with different proficiency levels. Data were collected through semi-structured interv...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Arts & Humanities |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311983.2024.2392388 |
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| author | Indah Werdiningsih Marzuki Diyenti Rusdin |
| author_facet | Indah Werdiningsih Marzuki Diyenti Rusdin |
| author_sort | Indah Werdiningsih |
| collection | DOAJ |
| description | This research explores the experiences of EFL students and their strategies when incorporating ChatGPT into their academic writing process. A qualitative case study method was employed, involving three EFL students with different proficiency levels. Data were collected through semi-structured interviews. Key findings indicate that ChatGPT is valued for overcoming uncertainties, clarifying vocabulary, and offering content suggestions, enhancing essay quality by allowing students to focus on creative aspects. However, balancing AI tools and human judgment is crucial for authenticity. ChatGPT raises concerns about the authenticity of academic work, highlighting the need for ethical guidelines and fostering critical thinking. Its limitations, such as providing overly complex suggestions and lacking cultural sensitivity, necessitate human oversight. Students recognize the importance of using their judgment and seeking feedback to ensure work quality. Educators should develop ethical guidelines for AI use in writing, emphasizing critical thinking and originality. Training programs for teachers and students on responsible AI integration are essential. Despite the comprehensive approach, the small sample size limits generalizability, and reliance on self-reported data introduces potential bias. Future research should involve larger, diverse samples and incorporate objective measures to mitigate bias. |
| format | Article |
| id | doaj-art-9895d83afde74f3d96085e8a95e177f3 |
| institution | DOAJ |
| issn | 2331-1983 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Arts & Humanities |
| spelling | doaj-art-9895d83afde74f3d96085e8a95e177f32025-08-20T02:39:32ZengTaylor & Francis GroupCogent Arts & Humanities2331-19832024-12-0111110.1080/23311983.2024.2392388Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writingIndah Werdiningsih0Marzuki1Diyenti Rusdin2Department of English Language Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Jember, Jember Regency, East Java, IndonesiaEnglish Language Education Study Program, Universitas Madako Tolitoli, Tolitoli, Central Sulawesi, IndonesiaEnglish Language Education Study Program, Universitas Madako Tolitoli, Tolitoli, Central Sulawesi, IndonesiaThis research explores the experiences of EFL students and their strategies when incorporating ChatGPT into their academic writing process. A qualitative case study method was employed, involving three EFL students with different proficiency levels. Data were collected through semi-structured interviews. Key findings indicate that ChatGPT is valued for overcoming uncertainties, clarifying vocabulary, and offering content suggestions, enhancing essay quality by allowing students to focus on creative aspects. However, balancing AI tools and human judgment is crucial for authenticity. ChatGPT raises concerns about the authenticity of academic work, highlighting the need for ethical guidelines and fostering critical thinking. Its limitations, such as providing overly complex suggestions and lacking cultural sensitivity, necessitate human oversight. Students recognize the importance of using their judgment and seeking feedback to ensure work quality. Educators should develop ethical guidelines for AI use in writing, emphasizing critical thinking and originality. Training programs for teachers and students on responsible AI integration are essential. Despite the comprehensive approach, the small sample size limits generalizability, and reliance on self-reported data introduces potential bias. Future research should involve larger, diverse samples and incorporate objective measures to mitigate bias.https://www.tandfonline.com/doi/10.1080/23311983.2024.2392388AI in educationacademic writingChatGPT integrationauthenticity in writingEFL studentsArtificial Intelligence |
| spellingShingle | Indah Werdiningsih Marzuki Diyenti Rusdin Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing Cogent Arts & Humanities AI in education academic writing ChatGPT integration authenticity in writing EFL students Artificial Intelligence |
| title | Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing |
| title_full | Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing |
| title_fullStr | Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing |
| title_full_unstemmed | Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing |
| title_short | Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing |
| title_sort | balancing ai and authenticity efl students experiences with chatgpt in academic writing |
| topic | AI in education academic writing ChatGPT integration authenticity in writing EFL students Artificial Intelligence |
| url | https://www.tandfonline.com/doi/10.1080/23311983.2024.2392388 |
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