Exploring Undergraduate Student Experiences on Using

ChatGPT in EFL Academic Writing Classroom

Dwi Devi Khoirotun Nisa1
Dihliza Basya, S.S., M.Pd2
Diyah Ayu Nugraheni, S.Pd., M.Pd2
1
English Languge Department, English Education Program
Faculty of Teacher Training and Education
, Universitas Islam Jember, Jember 68131, INDONESIA
2
English Languge Department, English Education Program Faculty of Teacher
Training and Education , Universitas Islam Jember, Jember 68131, INDONESIA

Abstract
This study explores the experiences of Indonesian undergraduate students
using ChatGPT in their English as a Foreign Language (EFL) academic
writing classes. It begins by addressing the inherent challenges EFL
learners face in academic writing, such as difficulties with grammar,
coherence, and vocabulary. The research employs a qualitative
methodology, specifically narrative inquiry, to gather insights from
students through semi-structured interviews. The findings indicate that
students find ChatGPT to be a valuable resource that assists them in
various aspects of the writing process, including generating ideas,
structuring sentences, and correcting grammar. This support leads to
noticeable improvements in the quality of their writing, such as enhanced
clarity and vocabulary diversity. However, the study also identifies
several challenges, including inconsistencies in the responses generated
by ChatGPT, issues with the validity of the information provided, and
ethical concerns regarding plagiarism and originality. Overall, the thesis
emphasizes the importance of critical engagement with AI tools like
ChatGPT, suggesting that while they can significantly aid the writing
process, students must be cautious and informed about their use. The
research highlights the need for educators to provide clear guidelines on
the ethical implications of using AI in academic writing, ensuring that
students can maximize the benefits while minimizing potential drawbacks.

Keywords: Academic writing; AI integration; ChatGPT; EFL; Student

experiences.

1*
Dwi Devi Khoirotun Nisa, email: anisdevi001gmail.com

Citation in APA style: Last Name, Initial of First Name. (Year). Title of article. Name of Journal,
Vol. Number(Issue Number), Beginning page-End page.

Received Month Date, Year; Revised Month Date, Year; Accepted Month Date, Year

DOI: xxxx.xxxx.xxxx
1. INTRODUCTION

Writing is regarded as one of the trickiest and most challenging tasks for
writers who are learning English as a Foreign Language (EFL), particularly when it
comes to academic writing (Dan et al., 2017; Tillema, 2012). This challenge results
from academic writing's complicated components, organizational structure, and
requirement for precise and sophisticated language use. This phenomenon is also
noted in the context of English language instruction in Indonesia. Writing essays and
other academic materials is a challenge for Indonesian language learners mainly
because they lack skill in syntax, syntactic structures, and vocabulary. Besides that,
there are further difficulties in preserving coherence in writing, creating efficient
rhetorical structure, and controlling interference from their first language (L1). To
counteract this challenge, several writing software can play a crucial role in
supporting EFL learners develop their writing capabilities. These digital tools often
have features like language and syntax checkers, word count increase
recommendations, and plagiarism detection. These features help students in
understanding and improving their writing (Roe et al., 2023).
Considering the state of technology today and the importance of language
learning in the development of student writing, a few digital tools that provide
interactive feedback via a computer have already emerged. One of the fastest-
growing technologies lately is artificial intelligence (AI) technology that has
cognitive abilities similar to human such as reasoning, meaning search,
generalization, and experiential learning (Anantrasirichai & Bull, 2021; Alharbi,
2023). Using AI capabilities has become a common trend in education, especially
among students and teachers of English as a Foreign Language (EFL). This
technological advancement significantly facilitates language acquisition, in writing
skills. It is enriched by the many AI-Based digital Writing Assistants emerging, such
as Quillbot, WordTune, Jenni, Chat-GPT, Paperpal, Copy.ai, and Essay Writer, each
contributing to improving writing processes and improving learning outcomes. Chat-
GPT, an advanced chatbot model rooted in the GPT framework created by OpenAI,
has attracted considerable interest in academic circles because of its capacity to
produce articulate and complex text quickly. This feature has enabled its
incorporation into diverse educational settings, where it functions as a potent
resource for enriching learning encounters (Holland, 2023).
For the past few years, several researchers have investigated the integration of
ChatGPT in the development of language learners’ writing skills (Marzuki’s et. al.,
2023; Sumakul et. al., 2022; Mahapatra, 2024; Yan 2022; Misra & Chandwar, 2023).
Despite that, as far as the researchers know, there are still very few studies that
explore the students’ experiences on using ChatGPT in EFL Academic writing
classes. To fill this gap, this study is conducted to explore Indonesian EFL
undergraduate students’ experiences on using ChatGPT in Academic Writing.
Through the exploration of Indonesian EFL Undergraduate students' experiences of
ChatGPT integration in academic writing, this study will provide valuable insights
into the potential impact of AI-assisted language learning on students' writing skills,
engagement, and overall academic performance. Further, this study will enrich
empirical body in this topic. By exploring students' experiences on using ChatGPT in
academic writing, this study aims to contribute to the optimization of AI-assisted
language learning tools, promoting more effective and engaging educational
experiences for EFL undergraduate students. Thus, the current study is therefore
trying to answer the following research question; “How are EFL undergraduate
students’ experiences on using ChatGPT for academic writing?”

2. LITERATURE REVIEW

2.1. AI in Education

Generative AI, which is developed from foundational models like large

language models, functions by learning from large digital datasets such as articles,
books, and various online platforms then predicting potential subsequent responses
(Lodge et al., 2023). With the wealth of various digitized resources available,
Generative AI can rapidly acquire knowledge across numerous domains and provide
prompt responses following user inquiries. This capability allows Generative AI to
perform a wide range of tasks, from drafting various text to answering simple and
complex questions. Its efficiency and adaptability make it a powerful tool in various
fields, particularly in education.
In the field of educational research and practice, the advent of Generative AI
signifies a significant advancement, creating extensive opportunities for students,
educators, policymakers, and researchers (Victor et al., 2023). In this regard,
Generative AI offers personalized learning routes customized to learners’ individual
preferences and needs (Cotton et. al., 2023). For young learners, Generative AI
interactive capabilities become the perfect conversational partner for language
practice (Luo et. al., 2023). Additionally, middle school students could benefit from
customized quiz assignments and worksheets (Yan, 2023). Further, tertiary students
can utilize Generative AI to aid in their research projects and writing assignments
(Sumakul et. al., 2022; Li et. al., 2023)
Even though there are various benefits and advantages to the integration of
Generative AI, however, Generative AI also brings significant risks. One of the
concern risks is the reinforcement of biases and potential inequities in English
language education due to societal prejudices in their training data, leading to
discriminatory outcomes that disproportionately affect marginalized students
(Rusmiyanto et al., 2023; Gillani et al., 2023). This can result in biased feedback,
unfair assessments, and the reinforcement of stereotypes, undermining inclusive and
equitable education (Zanetti et al., 2020). Furthermore, the lack of transparency in
many AI models makes their decision-making processes difficult to understand,
leading to concerns about trust and accountability (Gillani et al., 2023). Additionally,
there is a risk that AI tools could disrupt the essential balance of human-centered
teaching and learning, potentially replacing the vital interactions between teachers
and students (Kasneci et al., 2023).

2.2 ChatGPT in Academic Writing

ChatGPT is an example of a Large Language Model (LLM), a form of

Generative AI technology that simulates human interaction through extensive data
training. ChatGPT understands context and provides suitable responses. Borji (2023)
suggests that the system can generate new text based on previously learnt patterns
from training data. After pre-training, the creators adjust and fine-tune the algorithm
to improve performance (Lund, et al.). Kasneci, et al. (2023) suggest fine-tuning
language for domain-specific data gathering, such as medical and legal domains.
Besides that, Machine Learning (ML) and deep learning techniques enable these
models to learn over time and acquire new information without explicit programming
(Hosseini et al, 2023; Lund et al. 2023). Chat GPT, or Chat Generative Pre-Trained
Transformer (Teel, 2023; Flanagin, et al. 2023), has gained popularity since its
November 2022 introduction. While ChatGPT is widely regarded as the most
popular of the LLMs, it has been joined by Bing Chat, Google Bard, Meta's
Galactica, and Anthropic's Claude (Webb, 2024; Hosseini et al, 2023). Microsoft has
implemented Co-Pilot, a generative AI, across its 365 tools (Webb, 2024).
The massive size of these systems and their infrastructure has prompted
environmental concerns, as training databases can be gigantic, needing a lot of
computer power and leaving a big carbon footprint. Despite these concerns,
ChatGPT has proven effective in a variety of applications, including text translation,
coding skill learning, text summarization, curriculum construction, and educational
content generation (Mogavi et al.,2023). However, these LLMs have shortcomings,
such as a lack of a comprehensive grasp of the physical and social worlds, as well as
the ability to reason about the relationships between concepts and entities (Talboy &
Fuller., 2023). Additionally, these LLMs’s responses may not always be accurate,
evidence-based, or up-to-date (Ye et. al., 2023). Furthermore, the lack of openness
and the possibility of biases and disinformation raise ethical difficulties, particularly
in the context of scientific research and publishing.
The employment of LLMs creates copyright and plagiarism concerns because it
is impossible to track the sources utilized in AI-generated output. Researchers,
publishers, and AI producers must set rules and best practices to ensure that this
technology is used ethically, transparently, and accountable. Policies and laws are
also required to address the ethical, privacy, and equity problems raised by LLMs
(Hosseini et al., 2023). In this sense, LLMs have the potential to benefit users, but
they also carry risks and limits. To use these technologies properly, human oversight,
meticulous verification, and responsibility are required (Small, 2023). Finally, LLMs
like as ChatGPT can be useful when used correctly, but they should not be
considered a replacement for expert knowledge or utilized to generate unoriginal
content and ideas. As this technology advances, it is critical to identify the best path
ahead for maximizing the utility of these tools while resolving their flaws.
The integration of ChatGPT, a language model that uses Reinforcement Learning
from Human Feedback (RLHF) (chinoso, 2023), into educational contexts has
attracted much attention in recent years. A number of studies have investigated its
potential benefits and challenges in education. One important application is language
assistance, where ChatGPT serves as a valuable tool for English as a Foreign
Language (EFL) learners, offering real-time language correction, vocabulary
suggestions, and grammar feedback to improve their writing skills (Sumakul et. al.,
2022; Jeond et al., 2023; Jessie S. Barrot, 2023).
In addition, Kohnke et al., (2023) revealed that students can maintain their self-
confidence and writing abilities by having the courage to publish their work in public
forums. Having a platform like this can encourage student feedback and assessment
mechanisms, increase a sense of community, and encourage collaborative learning.
Besides that, (Liu & Ma, 2023) identified that ChatGPT has been proven to increase
motivation among EFL students, because the interactive nature of ChatGPT makes
writing assignments more interesting and enjoyable. Additionally, ChatGPT's ability
to provide personalized feedback and adapt to students' writing needs can increase
engagement by meeting individual needs (Jessie, 2023).
However, a broader exploration of ChatGPT also highlights its limitations such
as the difficulty in understanding the full context. This can lead to potential
inaccuracies in feedback and the risk of excessive reliance on this technology (Van
Dis et al., 2023; Graham, 2022). It is feared that this could potentially lead to
disengagement if there is excessive dependence on AI tools, because students view
them as a substitute for human interaction or creativity in writing (Misra &
Chandwar, 2023). Additionally, the use of AI in the classroom raises ethical
considerations, including concerns about plagiarism, data privacy, and the need for
transparency in recognizing AI contributions to student work (Hong, 2023).

2.4 Previous Study

Recently, there have been many studies investigating the use of AI in EFL
writing classes, especially ChatGPt. Found this recent research by Wang (2024)
discussing the use of ChatGPT to help L2 students with English academic writing
assignments, showing its benefits in improving efficiency and accuracy. Researchers
found ChatGPT valuable in English writing, and that using ChatGPT, either
independently or with teacher guidance, improved writing assignments and improved
educational outcomes. In other research it is also stated that EFL Learners find
ChatGPT useful in writing feedback, especially in correcting lexical and grammatical
errors, thus improving their writing skills (Mun, 2024). Besides that, using ChatGPT
makes them more aware of linguistic aspects and reduces their anxiety in writing in
English. In another hand, Bouzar et al. (2024) found graduate students who used
ChatGPT reported higher self-confidence in their academic writing skills as well as
increasing their writing self-efficacy. However, Yan (2022) explored 8
undergraduate students' perceptions of their experiences in using ChatGPT on
writing practice, the researcher found that the participants expressed concerns about
academic honesty and educational equity, highlighting the need for
reconceptualization of plagiarism and development of regulatory policies for its
appropriate utilization. Nguyen et al. (2024) also reported a negative correlation
between students' perceptions of ChatGPT use and their actual engagement with the
tool, where an increase in positive perceptions of ChatGPT was actually
accompanied by a decrease in engagement. These findings suggest that although
students have positive attitudes towards ChatGPT, their actual practices tend to vary
based on their perceptions.

3. METHODS

3.1. Research Design

The purpose of this study is to explore the students’ experiences on using

ChatGPT integration for EFL Academic Writing. In doing so, this study employ
qualitative approach with Narrative-Inquary as its research design (Clandinin, 2006)
in order to gather comprehensive data based on the experience of Indonesia EFL
Undergraduate students during their learning activities on Academic Writing
utilizing ChatGPT as an assisting tools. According to (Connelly & Clandinin, 1990,
p. 2) “Narrative- -Inquiry is a way of characterizing the phenomena of human
experience and its study which is appropriate to many social science fields”. In
accordance to this statement, using a narrative approach design allows researchers to
explore data from social phenomena in depth and accurately based on specific
parameters from the existing procedural formulation, which pays attention to the
unique characteristics of each phenomenon studied. Furthermore, this study aims to
investigate the experiences of EFL undergraduate students in academic writing
classes with AI-based ChatGPT integration and findings will have practical
implications for educators, practitioners, and stakeholders in the education sector.

3.2. Research Design

Purposive sampling technique (Jupp, 2006) was used to select participants,

because ChatGPT is a new technology that not many students have used recently.
With regard to the sampling in question, the participants were deliberately selected to
fulfill the research objectives of an 3 participants, but to consider efficiency and
validity, several factors must be taken into account (Creswell and Plano, 2011). In
detail, the participants are selected based on the following criteria; (1) the
participants need to be University students majoring in English Language Education,
(2) the participants need to be accustomed in using AI tools, especially ChatGPT, to
help with this assignment, and (3) the participants need to be currently or already
finished the Academic Writing class.
The ethical procedures that will be applied in recruiting participants are in
accordance with (Hammersley and Traianou, 2012), researcher began by looking for
information on students who have met the research criteria. After finding several
students as suitable potential participants, researcher sent letters of consent to
potential participants who were willing to follow the research procedures until the
end of this study. Researcher also explained to participants the purpose of the
research and the conditions for participation. Apart from that, researchers explained
that their identities would be disguised in order to maintain the confidentiality and
privacy of potential participants and give them the freedom to withdraw from this
research at any time (Allen, 2017).
3.3 Instrumentation

To obtain the necessary data on the students experiences on using ChatGPT for
Academic Writing, this study employs semi structure interviews (Barkhuizen et al.,
2014). According to Mackey and Gass (2016) interviews can explore phenomena
that cannot be observed directly. This method allowed us to collect qualitative data
about EFL students' use of ChatGPT in academic writing classes. As well as their
experiences on using ChatGPT for the purpose of Academic Writing. In paractice,
the interview is conducted several times via WhatsApp and face-to-face. All the
interview sessions are audio-recorded after gaining the permission of research
participants. During the interview, the participants are asked several questions based
on the interview guidelines adopted from previous research (Sumakul et al., 2022) as
follows: (1) how they used the AI (ChatGPT), (2) how the app helped them in their
writing, (3) the challenges they faced when using the app. Afterward, the interview
data will then be analized using thematic analysis.
3.4 Data Analysis Method

To analyze the verbal data, this study utilized thematic analysis. As explained
by Braun and Clarke (2006), the purpose of thematic analysis is to find patterns and
relationships between themes found in qualitative data, so that the researchers can
find answers to the research questions. The analysis process is divided into five
stages. In the first step, the researchers familiarize themselves with the data by
reading the interview data several times. In the second step, the researchers analyse
the data and give code to the data. Afterward, based on the repeated pattern, the
researcher will categorize the code to make a theme. The fourth step, the researchers
define the emerging theme by giving name to each theme and interpret them.
Finally, the researchers present the results of interpretation in this study.

3.5 Trustworthiness

The credibility of the data within this qualitative research employs two
methodologies that align with Lincoln and Guba's (1985) theoretical framework,
specifically the peer debriefing methodology (Janesick, 2015) and the member-
checking methodology (Murphey & Falout, 2010). To enhance the quality of data, its
credibility, and the validation process, we accomplish this by involving subject
matter experts in English Language Teaching (ELT) discussions pertinent to this
research dilemma, which constitutes a component of the peer debriefing
methodology, and we endeavor to engage participants in a more profound manner in
this investigation, following the member-checking protocol. In executing this, we
aim to construct arguments that adhere to ethical research standards and guarantee
that there is no detriment incurred by either party subsequent to the completion of
this research.

4. FINDING AND DISCUSSION

4.1 Finding

4.1.1 Student practical of using ChatGPT in Academic Writing

In this analysis the researcher wanted to know how participants used ChatGPT
in academic writing assignments, the researcher previously confirmed to the
participants that they had used ChatGPT in academic writing, according to the
interviews all three participants had used ChatGPT for academic writing, although
for distinct reasons.

” In writing the assignment, I usually determine the theme first. Next,

determine the main sentence that I will use for the paragraph in writing. After I
feel it is enough, then I use chatgpt to expand the description of the statement
that I gave, and I look for arguments from experts and specialists on the theme
that I convey”. (Participant B, Interview, 07 December 2024)

In the process of writing academic assignments, respondent B first identified

the topic to be discussed. After identifying the topic, the student created a main
sentence for each paragraph to guide the writing. The participant used ChatGPT to
improve the description of the statement made after determining that the sentence
was strong enough. ChatGPT allows users to add more specific and detailed
information to the student's writing to make it more interesting. In addition, by
obtaining expert opinions relevant to the topic being discussed. This is important to
give legitimacy and support to the writing. The combination of the ChatGPT concept
and expert references enables respondents to produce well-organized, educational
texts supported by solid evidence.

Meanwhile, another respondent also used ChatGPT for academic writing

assigment process. The student explain that ChatGPT was used to construct
sentences, correct grammar, and get suggestions for academic writing topics.

” I usually use ChatGPT to create sentences and correct sentences,

grammar,and asking for advice on academic writing, such as sentences or
paragraphs, for example (give me an idea about a theme)". (Participant C,
Interview, 10 December 2024)

The data showed that respondent C used ChatGPT to formulate appropriate and
effective sentences according to the desired context. In addition, respondents also
used ChatGPT to improve sentences and grammar when writing, as using appropriate
language is very important in academic writing. In addition, respondents also used
ChatGPT as a source of advice on academic writing, asking for ideas on specific
topics so that they could find clearer direction in their writing. In this way, ChatGPT
serves as a tool that not only improves, but also inspires and provides new insights.
Overall, respondents indicated that ChatGPT has become an integral part of their
academic writing process.
Additionally, respondent C also explained typically use ChatGPT to support
academic writing tasks.

“I usually use chatgpt to develop ideas and create mappings in a paragraph”.

(Participant D, Interview, 12 December 2024)

Respondent C explained that this tool is used as a means of developing ideas

and assembling frameworks into paragraphs. The student described the process as a
strategic move to expand on the original idea and then formulate a clear mapping in
the form of a paragraph. With the help of ChatGPT, users find it easier to organize
thoughts logically and create a structured flow of writing. The respondents seem to
use this tool not only as a supporter, but also as a partner to visualize complex
concepts in a more manageable way.
The result of this analysis of how students use ChatGPT for academic writing
shows a multi-layered approach that improves their writing processes, this aligns
with findings from Sumakul et al. (2022), which highlighted the effectiveness of AI
tools in enhancing writing assignments. All three participants confirmed that they use
ChatGPT, but for different purposes that suit their individual writing needs. Overall,
the results suggest that ChatGPT has become an integral part of participants'
academic writing processes. It serves not only as a supporting tool to improve
language and structure, but also as a collaboration partner that stimulates creativity
and facilitates the organization of ideas. This integration of technology into academic
writing reflects a significant shift in how students approach their assignments and
ultimately improves their writing skills and results.
4.1.2 ChatGPT functional benefits in academic writing

In the context of increasingly complex academic writing, the existence of tools

like ChatGPT is crucial. Participant B highlighted the various features of ChatGPT,
which were helpful not only in understanding the material but also in writing
structured and argumentative texts.

“ I think a very useful feature is in clarifying the intent and purpose of the
explanation of a material that we do not understand, so that we can easily
digest what the goals are aimed at.” (Participant B, Interview, 07 December
2024)

In addition, respondent B also stated that ChatGPT plays an important role in

the academic writing tasks of EFL learners, where ChatGPT's ability to collect
information efficiently, supported by the organized sentence construction feature,
allows writers to express their ideas in a to convey clearer and more convincing,
which makes ChatGPT a valuable partner in improving the quality of academic
writing.

“I think the important role of chatgpt in my academic writing task is the

information gathering feature, structured sentence construction, and argument
development.” (Participant B, Interview, 07 December 2024)

In conclusion, Participant B's findings highlight the significant role that

ChatGPT plays in improving academic writing, particularly for English as a Foreign
Language (EFL) learners. The tool not only helps clarify complex concepts and make
them more accessible, but also facilitates the coherent organization and articulation
of ideas. By efficiently gathering information and supporting structured sentence
construction, ChatGPT enables writers to develop persuasive arguments and present
their ideas clearly and convincingly. As academic writing becomes increasingly
complex, the features offered by ChatGPT prove to be invaluable resources and
ultimately help improve the quality of writing and the overall learning experience.
In another hand, Participant C emphasised that one of the main useful features was
ChatGPT's ability to clarify common definitions.

“Mostly in clarifying general definitions, such as the creation of a sentence or

a paragraph in accordance with academic writing. But it is only limited to
general definitions of things.” (Participant C, Interview, 10 December 2024)

This shows that in academic writing, proper understanding of basic terms and
concepts is very important. With the help of ChatGPT, responden found it easier to
create sentences or paragraphs that conform to academic writing standards. This
represents ChatGPT's role as a tool that can assist users in formulating their ideas in
a more structured manner and in accordance with academic conventions.
Futhermore, Participant C mentioned that using ChatGPT Participant C
mentioned that using ChatGPT was helpful in creating articles and essays. This
implies that ChatGPT acts both as a collaborator in the writing process and as a tool
for understanding definitions. Because ChatGPT can help with writing articles and
essays, it can potentially provide more comprehensive support in various forms of
academic writing, such as developing ideas and constructing logical arguments.

“ I also find it helpful in the process of making articles, and essays too.”
(Participant C, Interview, 10 December 2024)

Comprehensively, this narrative analysis shows that Participant C sees

ChatGPT as a very useful tool in academic writing. The functions mentioned not
only help with understanding and formulating definitions, but also with creating
more complex texts such as articles and essays. This reflects ChatGPT's potential to
be a valuable resource for students and academic writers, improving the quality of
their writing and streamlining the writing process.
While Participant D emphasised more on the idea development feature for the
academic writing task process, the respondent indicated that this feature is very
helpful, especially in the context of academic writing to develop strong and relevant
ideas. with the variety of ideas offered by ChatGPT, Participant D found it very
helpful in completing academic tasks, such as writing essays. This shows that
ChatGPT serves not only as a tool, but also as a source of inspiration that can
stimulate writers' creativity.

“ I think the chatgpt feature that really helps in my writing process is ... the
chatgpt feature that can provide several choices of ideas, as well as develop
these ideas so that it really helps me in completing my academic writing
assignments such as making essays.” (Participant D, Interview, 12 December
2024)

In addition, Participant D explained that the role of ChatGPT is very important

in the early stages of the writing process. In this case, ChatGPT is used to find topics
or images addressed in the text. This allows Participant D to more clearly determine
the direction and focus of his writing. This reflects how ChatGPT can serve as a
guide to help writers formulate their ideas before they start writing, making the
writing process more focused and efficient.
“ In my experience, the role of Chatgpt that I need is for the beginning of the
writing process, as I said earlier that I use chatgpt to find an idea or theme and
an overview that I will make in my writing, so that I can determine what I will
write.” (Participant D, Interview, 12 December 2024)

Overall, the insights gathered by participants B, C, and D collectively highlight

the diverse benefits of ChatGPT in the field of academic writing. ChatGPT's ability
to clarify complex concepts and aid in structured writing is supported by Wang
(2024), who found that AI tools significantly improve the efficiency and accuracy of
EFL students' writing tasks. This is consistent with the perspectives of these three
respondents make it clear that ChatGPT is not just a writing aid, but a valuable
partner on students' path to academic writing. Its diverse functions – from clarifying
definitions and organizing thoughts to generating ideas – contribute significantly to
improving the quality of academic writing and enhancing the overall learning
experience for students and authors. As the complexity of academic writing
continues to increase, the role of tools like ChatGPT in supporting authors in their
efforts becomes increasingly important.
4.1.3 ChatGPT Impact on Student Writing Quality

The purpose of this section is to determine how the use of ChatGPT affected
students' academic writing quality. Individual students' opinions on the influence of
ChatGPT on their writing process varied and reflected their unique learning styles
and backgrounds. Students' responses to questions about how ChatGPT affected the
quality of their writing focused on several elements, including writing structure,
vocabulary variety, sentence clarity, and research support. The following presents the
reported data describing the impact on students' writing quality :
“There are changes, for example, we are able to process words so that the
sentences we will convey are easier to understand, or we can also make it
easier to find words that are different but have the same meaning and
purpose.” (Participant B, Interview, 07 December 2024)

“Yes, I feel changes in my writing skills, the most I feel is that my writing is
more structured and systematised.” (Participant D, Interview, 12 December
2024)

Participant B indicated that using ChatGPT led to positive changes in his

writing skills. One of the most noticeable changes was the improvement of word
processing. The respondent reported that he was now better able to formulate more
understandable sentences. This shows that ChatGPT serves not only as a tool but also
as a source of inspiration, helping writers think more critically about how to convey
their ideas clearly and effectively. Additionally, Participant B also noted that
ChatGPT made it easier for her to find synonyms or alternative words with the same
meaning. This skill is particularly important in academic writing, where the use of
varied language can improve the quality of writing and avoid tedious repetition,
supported Bouzar et al. (2024) which found that AI tools can boost students' self-
efficacy in academic writing.. With the support of ChatGPT, Participant B felt more
confident in choosing the right words, which ultimately enriched the expression and
nuance in his writing.
Similarly,this is also supported by Participant D also felt positive changes in
her writing skills. respondent emphasized that her writing was now more structured
and systematic. This shows that using ChatGPT not only helps with word choice, but
also helps organize ideas in a more logical and orderly manner. Improving writing
structure is an important aspect of academic writing, where a clear and organized
presentation of arguments is necessary to achieve good understanding in the reader.

“I feel that there is a change in my writing, but it is only to provide general

information, for that I do not only rely on chatgpt but also supported by
research and experts in the field.” (Participant C, Interview, 10 December
2024)

Meanwhile, Participant C expressed changes in his writing, although the

participant emphasised that these changes were more limited to conveying general
information. respondent realised that while ChatGPT provided useful support,
respondent did not rely solely on this tool. They emphasised the importance of doing
research and consulting experts in the field to gain a deeper and more thorough
understanding. This suggests that while ChatGPT can help in the writing process,
writers still need to combine this tool with other resources to achieve optimal results.
In summary, the analysis of the impact of ChatGPT on the quality of students'
academic writing reveals a number of positive impacts reflected in the experiences of
Participants B, C and D. Both Participants B and D reported significant
improvements in their writing skills, highlighting improvements in word processing,
sentence clarity, and overall structure. Participant B noted an improved ability to
formulate understandable sentences and find synonyms, which contributed to a richer
and more nuanced writing style. Similarly, participant D emphasized that his writing
had become more structured and systematic, suggesting that ChatGPT helps not only
with word choice but also with the logical organization of ideas.
In contrast, Participant C acknowledged changes in writing but indicated that
these were primarily focused on conveying general information. This participant
recognized the importance of not relying solely on ChatGPT, but advocated for
integrating research and expert advice to achieve a more comprehensive
understanding of the topic. Overall, ChatGPT serves as a valuable tool for improving
various aspects of academic writing. Results suggest that effectiveness is maximized
when combined with traditional research methods and expert insights. This
combination allows students to leverage ChatGPT's strengths while ensuring a
comprehensive approach to their writing process, ultimately resulting in higher
quality academic work.

4.1.4 Student Challenges When Using ChatGPT for Academic Writing

Despite the many benefits that Chatgpt offers for students' academic writing,
there is no denying that its use also presents a number of challenges and difficulties.
In this context, it is important to understand the challenges that university students
face when using ChatGPT for academic writing tasks. This analysis examines the
various difficulties that can arise, including issues of data validity, plagiarism
detection, and language barriers, and how these challenges can impact the quality
and integrity of students' academic work.

“Yes, I found some difficulties when using chatgpt, sometimes the answers
given by Chatgpt do not match what we expect, cannot provide valid sources,
and the language used by chatgpt is sometimes not easy to understand”
(Participant D, Interview, 12 December 2024)

According Participant D revealed that he experienced some difficulties while using

ChatGPT. One of the biggest challenges was the discrepancy between the answers
provided by ChatGPT and the user's expectations. This suggests that although
ChatGPT is designed to provide relevant information, the results obtained do not
always meet the author's specific needs. Furthermore, D noted that ChatGPT is often
unable to provide valid sources, which is an important aspect of academic writing.
This inability can reduce the author's confidence in the information generated and
compromise the integrity of the text.

“In addition to the lack of valid data, language that is difficult to understand,
the feedback given is not appropriate even though I tried to change my
 instructions to be more detailed for example but the feedback given remained
the same.” (Participant C, Interview, 10 December 2024)

Participant C added that in addition to issues with data validity, he also had difficulty
understanding the language used by ChatGPT. Despite attempts to provide more
detailed instructions, feedback remained unsatisfactory. This suggests that although
the author tries to communicate clearly, the tool does not always respond in the
expected manner.

“Besides that, I also found grammar mistakes and the vocabulary used was too
general so it was not suitable for academic writing.” (Participant C, Interview,
10 December 2024)

Participant C also noted grammatical errors and the use of overly generalized
vocabulary, which is not appropriate for the context of academic writing. This
highlights the challenge of ensuring that the language used in academic writing
meets the required standards.
The findings indicated that students' experiences with ChatGPT reveal a number of
significant challenges that university students face when using this academic writing
tool. Despite the potential benefits of increased efficiency and improved access to
information, students reported encountering several barriers that impede their writing
process. One of the main problems is the discrepancy between the answers generated
by ChatGPT and the expectations of students. Participants expressed frustration that
the answers provided did not meet their specific needs, leading to a lack of
confidence in the reliability of the tool.
Additionally, students highlighted the challenge of ChatGPT's inability to
provide valid and credible sources, which is essential for supporting arguments in
academic writing. This lack of reliable references can undermine the integrity of their
work and weaken their confidence in the information generated. Language
comprehension also proved to be a significant obstacle; Students found the language
used by ChatGPT difficult to understand and despite their efforts to provide detailed
instructions, feedback was often unsatisfactory. This suggests that the tool may not
interpret user requests effectively, resulting in responses that do not meet the clarity
and specificity required for academic writing.
Moreover,participants noted the presence of grammatical errors and the use of
overly generalized vocabulary in the answers, which is particularly problematic in an
academic context where precision and adherence to linguistic standards are crucial.
These issues can affect the professionalism and academic rigor of the writing.
Although ChatGPT offers numerous benefits overall, the challenges identified – such
as inconsistencies in answers, lack of valid sources, language barriers and
grammatical inaccuracies – highlight the need for students to approach the tool with
caution and mirror those expressed by Yan (2022), concerns about the need for a
reconceptualization of plagiarism in the context of AI-generated content. This
narrative highlights the importance of critical engagement with technology and the
need for students to complement its use with traditional research methods and their
own writing skills to ensure the quality and integrity of their academic work.

4.1.5 Ethical Concerns when using ChatGPT on Academic Writing

 Integrating ChatGPT into academic writing has revolutionized the way students
and researchers carry out tasks such as collecting, writing and editing information.
However, these technological advances raise a number of ethical issues that require
careful consideration. Key themes include the potential for plagiarism and the
challenges of maintaining academic integrity. As universities strive to adapt to this
new reality, it is critical to understand the ethical implications of using ChatGPT in
academic writing. This analysis aims to examine their impact on academic practice
and suggest possible strategies for mitigating ethical risks in academic writing.
Based on the interview data, there were several ethical challenges participants faced
when using ChatGPT in academic writing. The biggest challenge was that ChatGPT
was limited in providing valid and reliable information, which directly impacted the
writing process.

“Of course, due to the limitations of Chatgpt which cannot provide valid
sources, so I have to look for sources that match the information provided by
chatgpt. With the difficulties I face, I only use chatgpt for the beginning of the
writing process such as finding ideas or themes and mapping paragraphs.”
(Participant D, Interview, 12 December 2024)

Participant D emphasized that one of the main problems was ChatGPT's

limitation in providing valid sources. This forced authors to find sources that
matched the information provided by the tool. Respondent explained that because of
this difficulty, they only used ChatGPT in the early stages of the writing process,
such as finding ideas and topics and drafting paragraphs. This approach shows that
his awareness of the importance of accuracy and validity of information in academic
writing and seeks to avoid potential ethical issues that could arise from using
information that cannot be taken into account.

“yes, as said earlier that the information provided is not valid, for example
chatgpt can provide references, even if it is fake citation so when I look for it, it
doesn't exist, so this is certainly a problem in writing ethics.” (Participant C,
Interview, 10 December 2024)

In similarly, Participant C added that the issue of information validity also

includes the risk of inaccurate or even fictitious references. The respondent pointed
out that when ChatGPT provides a reference, it often presents a “mis-citation” that
cannot be found in a search. This raises serious concerns about the ethics of writing,
as the use of invalid information can undermine academic integrity and mislead
readers.

“Yes, in the form of plagiarism and originality of writing.” (Participant B,

Interview, 07 December 2024)

“For that, my suggestion is to include references to scientific papers and others

so that the resulting statement does not doubt the accuracy of its users.”
(Participant B, Interview, 07 December 2024)

Meanwhile, Participant B highlighted the issues of plagiarism and originality as

significant ethical challenges. Interviewer stated that using ChatGPT can pose risks
to the originality of writing, as authors may not fully realize that they are using
content generated by the tool without providing proper attribution. To address this
problem, he suggested that authors include references from academic papers and
other sources so that the resulting statements are not of questionable accuracy and
credibility.
According to the results, students who use ChatGPT for writing encounter a
number of ethical dilemmas surrounding plagiarism and originality that were
highlighted by participants resonate with the findings of Misra and Chandwar (2023)
who discussed the ethical challenges that AI poses in academic writing. These
difficulties illustrate the difficulties authors encounter when using technology to
support their writing process, and range from issues of information validity and the
possibility of misattribution to concerns about plagiarism and originality. Knowledge
of these ethical concerns makes it even more important for authors to use these tools
critically and responsibly and to ensure that their scholarly work meets the necessary
standards of accuracy and integrity.

5. DISCUSSION

The analysis of the research on the experiences of Indonesian EFL

undergraduate students using ChatGPT in academic writing reveals several key
themes that highlight both the benefits and challenges associated with this AI tool.
Students reported significant improvements in their writing processes, as ChatGPT
provided assistance in generating ideas, structuring sentences, and correcting
grammar. This aligns with previous studies, such as those by Sumakul et al. (2022)
and Marzuki et al. (2023), which emphasize the role of AI in enhancing writing skills
among EFL learners. These studies found that AI tools not only facilitate the writing
process but also help students develop a better understanding of language structure
and coherence. Participants in the current study indicated that ChatGPT serves as a
collaborative partner, helping them visualize complex concepts and organize their
thoughts logically, which echoes findings from Bouzar et al. (2024), who noted that
AI tools can boost students' self-efficacy in academic writing.
Furthermore, the use of ChatGPT led to noticeable enhancements in writing
quality, including better sentence clarity, vocabulary variety, and overall structure,
which boosted students' confidence in their writing abilities—an essential factor for
academic success. This is consistent with the findings of Wang (2024), who reported
that AI-assisted writing tools significantly improve the efficiency and accuracy of
EFL students' writing assignments. However, the research also uncovered challenges
faced by students, particularly concerning data validity and reliability. Many
participants experienced discrepancies between the expected and actual responses
from ChatGPT, leading to doubts about the validity of the content generated. The
tool's inability to provide credible sources raised ethical concerns regarding academic
integrity, as students feared the potential for plagiarism and misattribution. This
concern is supported by Yan (2022), who highlighted the need for a
reconceptualization of plagiarism in the context of AI-generated content.
Additionally, some students found the language used by ChatGPT difficult to
understand, which hindered their ability to effectively utilize the tool, highlighting
the need for AI tools to be more user-friendly and accessible to non-native speakers.
This aligns with the observations made by Hosseini et al. (2023), who noted that
while AI tools can enhance learning, they must also be designed to accommodate the
diverse linguistic backgrounds of students.
Ethical considerations emerged as a significant theme, particularly regarding
plagiarism and originality. Students expressed concerns about the risk of producing
work that lacked personal expression and creativity due to over-reliance on AI-
generated content. They emphasized the importance of including proper citations and
references to maintain academic integrity, indicating a need for clear guidelines on
the ethical use of AI tools in education. This concern resonates with the findings of
Misra and Chandwar (2023), who discussed the ethical dilemmas posed by AI in
academic writing, particularly regarding the originality of student work. The findings
suggest that educators should provide clear guidance on the appropriate use of
ChatGPT in academic writing, including teaching students how to critically engage
with AI-generated content and integrate it with their own research and writing skills.
Policymakers should also consider developing regulations that address the ethical
implications of AI in education, ensuring that students are equipped to navigate the
challenges posed by these technologies. In conclusion, while the integration of
ChatGPT in EFL academic writing presents numerous opportunities for enhancing
the writing process and improving quality, it also raises significant ethical concerns
and challenges related to data validity and language comprehension. As AI tools
continue to evolve, it is crucial for educators and students to engage critically with
these technologies to maximize their benefits while minimizing potential drawbacks.

6. CONCLUSION

This study examined the experiences of Indonesian EFL students using

ChatGPT in academic writing, focusing on the benefits, challenges, and ethical
concerns. The results show that ChatGPT serves as a valuable tool for improving
students' writing processes by providing support in idea generation, sentence
structuring, and grammar correction. Participants reported significant improvements
in their writing quality, including better sentence clarity, vocabulary variety, and
overall structure. However, challenges such as discrepancies in expected responses,
issues with data validity, and ethical concerns regarding plagiarism and originality
were also identified. Integrating ChatGPT into academic writing presents both
opportunities to improve learning and risks that require careful consideration.
Although ChatGPT can significantly assist EFL learners in their writing endeavors, it
is critical for students to critically engage with this technology in order to maximize
its benefits while minimizing potential drawbacks.
The authors acknowledge the limitations of this study. For example, the lack of
participant participation may have limited the range of viewpoints and experiences
that could have been used to develop a more comprehensive understanding of the
impact of ChatGPT on academic writing. Future studies should focus on including a
larger and more diverse sample of EFL students from different educational
institutions and backgrounds to overcome this limitation. Additionally, as students'
experience with ChatGPT increases, a longitudinal study can provide deeper insights
into how their experiences change over time. The data collected could also be
improved through the use of mixed-method techniques such as surveys and
qualitative interviews, which would allow for a more thorough investigation of the
benefits and difficulties of using ChatGPT for academic writing. In order for
educators and policymakers to ultimately make informed decisions about the use of
this technology in educational settings, it is critical that future research examine the
long-term effects of AI integration on students' writing skills and academic integrity.

ACKNOWLEDGMENTS

The researchers offer our deepest gratitude to anonymous reviewer(s) and

editor(s) for their constructive feedback.

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