ELTIN JOURNAL: p-ISSN 2339-1561

Journal of English Language Teaching in Indonesia e–ISSN 2580-7684

EFL STUDENTS’ PERCEPTIONS TOWARD CHATGPT

AS A WRITING INSTRUMENT

Algrin Hayadi1*, Dedi Sofyan2, Syafryadin3

1
allgreen_yoha@yahoo.com, 2dedi.sofyan@unib.ac.id, 3syafryadin@unib.ac.id

UNIVERSITAS BENGKULU

Received: December 12, 2024; Accepted: January 16, 2025

ABSTRACT
The use of AI tools in education is increasing in this age of technological progress. It is
essential to comprehend how AI may facilitate the learning process and Assist students in
overcoming challenges, particularly in writing.This study examined EFL students'
perceptions of ChatGPT as an AI writing instrument. The study employed a qualitative
methodology utilizing a phenomenological framework. The data was collected through
interviews with five English Education students at the University of Muhammadiyah
Bengkulu, selected for their perceived expertise to get comprehensive insights. The collected
data was analyzed using theme analysis. The results indicated that students possessed
favorable perceptions. Besides, students highlighted ChatGPT's significant role in enhancing
the writing process by providing prompt feedback, facilitating idea development, and
improving grammatical accuracy. They also found it useful for time management, expanding
vocabulary, and generating topics. However, challenges such as ChatGPT's occasional
provision of inaccurate information, the risk of fostering dependency, and network-related
issues were also noted. Based on these findings, ChatGPT should be used only as a reference
or consultation tool; students should use their critical thinking skills and verify ChatGPT
responses with reputable sources.This study shows that ChatGPT can help writers, but
educators and students must realize its limits.

Keywords: AI Writing Instrument, Artificial Intelligence, ChatGPT, Student Perceptions

A. INTRODUCTION
A lot of things in life have gotten better because of how quickly technology changes.
Technology is being used more and more in education, especially to help students learn
languages, by both teachers and students to make the teaching and learning process better.
Industrial automation (AI) has had a huge impact on education and has the potential to
greatly assist students in their efforts to learn languages. These days, a lot of language
classes, especially writing classes, use artificial intelligence (Ginting & Fithriani, 2022).
writing is particularly essential as it allows individuals to express their thoughts clearly and
coherently. However, for English as a Foreign Language (EFL) students, writing in English
presents significant challenges due to limited experience, vocabulary, grammar, and
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emotional barriers that hinder effective communication (Al Fadda, 2012; Dewi, 2021). The
increasing use of Artificial Intelligence (AI) tools, such as ChatGPT, provides an opportunity
to overcome some of these obstacles. ChatGPT offers real-time feedback, grammatical
explanations, and writing suggestions, which help students tackle common writing
difficulties (Mairisiska & Qadariah, 2023). Moreover, enhancing writing skills requires
considerable effort from educators, who typically provide critique and coaching, processes
that can sometimes be tedious and disengaging for learners (Hidayati, 2018). In this context,
AI tools like ChatGPT may offer a new approach to improving writing skills in a more
engaging and efficient manner.

Artificial intelligence is a system that can learn, adapt, solve problems, make choices, and
understand human language. It is smart like a human. AI makes it easier for teachers and
students to learn and teach by helping with things like testing, coaching, creating material,
and giving feedback (Kurniati & Fithriani, 2022). According to Setiawan & Luthfiyani
(2023), AI robots can be used in Indonesian schools to help students learn the skills they will
need in the 21st century. The use of these tools in education could completely change the
way people learn and create new ways to help each student learn in their own unique way.
As a result, both teachers and students are increasingly relying on AI to improve the learning
process. One prominent example of AI in education is the Chat Generative Pre-trained
Transformer (ChatGPT), which is transforming language learning by offering innovative
ways to acquire and practice new skills. ChatGPT mimics human intelligence by solving
problems and understanding language, making the learning process more engaging and
effective. In Indonesia, tools like ChatGPT are being explored as valuable resources to
enhance education, particularly in improving students' writing skills.

In today's technology age, AI technologies like ChatGPT provide personalized feedback and
superior text production to help students write well. AI writing coaches like M-Write at the
University of Michigan can improve writing skills through criticism and modification
(Wahyuddin et al., 2023). Many research have examined AI's impact on education.
Moreover, Aisyi (2024) found that students prefer AI in academic writing for its time-saving
and personalized feedback. Furthermore, Syaharani (2024) noted that AI tools can create
adaptable and engaging learning experiences, while Ngo (2023) noted ChatGPT's efficiency
and personalized feedback. However, although ChatGPT offers advantages, it also has
drawbacks, including the potential for dependency, inhibition of innovation, and issues
related to plagiarism and misinformation (Salmi & Setiyanti, 2023). These potential
limitations require a comprehensive analysis of their implementation in educational contexts.

Despite the growing body of research on AI in education, there is limited exploration of EFL
students' perceptions of ChatGPT, which is crucial for understanding its practical
implications and optimizing its pedagogical use. This study aims to fill this gap by examining
how English teaching students at the University of Muhammadiyah Bengkulu perceive and
utilize ChatGPT as a writing aid. Initial observations reveal varying levels of familiarity and
engagement, with some students actively incorporating ChatGPT into their writing
processes, while others remain hesitant. By analyzing these perceptions, the research seeks
to provide valuable insights into the benefits, challenges, and pedagogical potential of
ChatGPT, contributing to the broader discussion of AI's role in language education.

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B. METHOD
This study used a qualitative phenomenological approach to encapsulate participants'
experiences with the phenomena. Data were gathered via semi-structured interviews with
five students who fulfilled the requirements, comprising six questions. According to
Creswell & Poth (2016), a qualitative approach is one in which the inquirer often makes
knowledge claims based primarily on constructivist perspectives. It also uses strategies of
inquiry such as narratives, phenomenologies, ethnographies, grounded theory studies, or
case studies. The researcher collects open-ended. emerging data with the primary intent of
developing themes from the data.

In addition, Qualitative research is characterized by its focus on understanding human

experiences and social phenomena through non-numerical data. Phenomenological research,
in which the researcher identifies the "essence" of human experiences concerning a
phenomenon, as described by participants in a study. Understanding the "lived experiences"
marks phenomenology as a philosophy as well as a method, and the procedure involves
studying a small number of subjects through extensive and prolonged engagement to develop
patterns and relationships of meaning (Moustakas, 1994). In this process, the researcher
"brackets" his or her own experiences in order to understand those of the participants in the
study (Nieswiadomy & Cobb, 1993). Furthermore, one of the most effective methods for
collecting qualitative data is through interviews, which allow researchers to explore
participants' perspectives in depth.

This study took place at the University of Muhammadiyah Bengkulu over a duration of
roughly one month. The participants of this study were five English Education students at
the University of Muhammadiyah Bengkulu, selected for their perceived expertise to obtain
comprehensive insights. Participants were intentionally chosen, emphasizing undergraduate
English education students who have utilized ChatGPT as a writing instrument. Future
educators are anticipated to possess significant understanding of the advantages of AI
technologies in writing.

In qualitative research, presenting participant demographics is crucial for providing context

to the findings and ensuring transparency. A well-structured demographic table allows
readers to understand the characteristics of the sample, which can influence the interpretation
of the data. The inclusion of a demographic table enhances the richness of qualitative
research by providing a clear overview of who the participants are. It helps in understanding
how diverse backgrounds might influence responses and interpretations of the data.
Furthermore, it supports the concept of "thick description," which is essential for establishing
trustworthiness in qualitative studies (Creswell & Poth, 2016). Below is a participant
demographic table based on the description and explanation above in this study.

Table 1. Participant Demographic Table

No Gender Semester Experience Frequency of Use
1 Male Semester 8 3 years Everyday
2 Female Semester 8 1,5 years Everyday
3 Female Semester 4 1 year Everyday
4 Male Semester 2 1 year Everyday
5 Female Semester 6 2 years Everyday

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The data collection involved conducting interviews with five English Education students at
the University of Muhammadiyah Bengkulu, selected for their perceived expertise to obtain
comprehensive insights. The gathered material was further examined with the theme analysis
method. In this study, we employ Braun and Clarke's thematic analysis (TA) framework
(2016) to analyze qualitative data gathered through interviews. This approach is particularly
suitable for our data type, as it allows for a nuanced exploration of participants' experiences
and perspectives. Braun and Clarke's framework is highly flexible, making it adaptable to
various qualitative research contexts. This flexibility enables researchers to tailor the
analysis to the specific nuances of the data collected from interviews, which often encompass
a wide range of experiences and emotions (Braun & Clarke, 2006; 2013).

Thematic analysis goes beyond mere description by facilitating interpretation of participants'

meanings and experiences. This aligns with our study's goal of understanding deeper insights
into participants' perspectives, rather than simply summarizing their responses. Braun and
Clarke (2006) emphasize the importance of reflexivity, encouraging researchers to critically
engage with their biases and preconceptions—an essential aspect of qualitative research.
Additionally, they differentiate between semantic themes, which focus on surface-level
meanings, and latent themes, which delve into underlying ideas. This distinction allows
researchers to explore both explicit content in participant responses and the broader
implications or assumptions that inform those responses. Such an approach is vital for our
study as it enables a comprehensive analysis that captures not only what participants say but
also the context and deeper meaning behind their statements. In conclusion, by utilizing
Braun & Clarke's thematic analysis framework, this study can systematically analyze
qualitative interview data in a manner that respects the complexity of participants'
experiences. The flexibility, systematic approach, and depth of insight offered by this
framework make it particularly well-suited for exploring the rich qualitative data gathered
in this research.

C. FINDINGS AND DISCUSSION

This section explores students' perceptions of ChatGPT as a writing tool, divided into two
main themes: Benefits and Challenges. These insights were derived from interviews with
five EFL students, shedding light on both the advantages and the limitations of incorporating
AI in academic writing.

Table 2. The Advantages and The Lack nesses Of Using ChatGPT

No Benefits of Using ChatGPT Challenges of Using ChatGPT
1. Time Efficiency Insufficient Knowledge and Inaccuracies
2. Support in Creating Topic and Inducing Laziness & Dependency
Sentence Concepts
3. Enhanced Vocabulary
4. Improved Grammar Network/ Connectivity Issues

1. Benefits Of Using ChatGPT

The benefits of using ChatGPT are manifold, ranging from enhanced productivity and
educational support to improved human-computer interaction and accessibility. As its
applications continue to expand across various domains, ongoing research will be essential
to address potential challenges associated with its use, such as ethical considerations and the

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accuracy of generated content. In addition, ChatGPT, as an artificial intelligence writing tool,

has emerged as a solution for students. ChatGPT, a language model created by OpenAI, has
demonstrated efficacy in assisting users with academic activities. Upon doing theme analysis
of the interview transcripts, it was determined that all EFL students held favorable attitudes
of utilizing AI ChatGPT as a writing instrument.

“I am very grateful because it really supports me in various aspects, one of which is

improving the quality of my writing.” ChatGPT assists me in expeditiously
completing my writing assignments.” (P3:MAR)

ChatGPT provides personalized assistance to students, facilitating a deeper understanding of

complex subjects. For instance, a study found that students using ChatGPT for English
language learning reported improved comprehension and engagement (Deng & Lin, 2023).
This aligns with previous findings that technology-mediated learning tools can enhance
student motivation and academic performance (Hattie, 2009).

To enhance English writing proficiency, particularly in academia, all students utilize diverse
media and resources to aid their learning process. This arises from the aspiration for a rapid
and effective method of obtaining knowledge. In the contemporary technological landscape,
students can enhance their English writing skills with the use of AI tools like ChatGPT,
which provides significant assistance.

"Since using ChatGPT, I feel that I can improve my writing skills, because thanks to
the content generated by ChatGPT, I have gotten ideas about what I should write and
then I develop them." (P1: BS)

Interviews with EFL students utilizing AI ChatGPT for English writing yielded favorable
outcomes. All students concurred on the beneficial influence of ChatGPT and regarded it as
an effective instrument for enhancing their writing abilities. P1 asserts that ChatGPT aids in
the English writing process. ChatGPT has enhanced its writing abilities by assisting in the
formulation of thoughts.

“ChatGPT makes me feel confident because there is feedback on my writing. So,

chatgpt helps my English writing skills, because ChatGPT can provide feedback on
English writing that needs to be corrected or developed, so it can encourage me to
find out mistakes or get ideas from ChatGPT” (P5: NAP)

The advanced skills of AI, particularly ChatGPT, in detecting and rectifying English writing
errors committed by pupils are a significant attribute. Recognizing these errors enables
students to enhance their skills and persist in their education. Moreover, due to its user-
friendly and adaptable nature, students can access ChatGPT at any time and from any
location.

The use of AI in education is deemed advantageous, offering effective assistance to pupils

and fostering the enhancement of their writing abilities. They would likewise endorse this
program to their colleagues for executing English writing assignments. EFL students
regarded ChatGPT as an effective tool for addressing writing challenges. This aligns with
research by Peng and colleagues, which indicates that generative AI chatbots can effectively
assist students learning English as a second language, thereby enhancing their language skills
(Baidoo-Anu & Leticia, 2023). ChatGPT possesses the capability to deliver instantaneous
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feedback by assessing writing and offering prompt writing assistance. This encompasses
enhancing vocabulary, grammar, and structure; paraphrasing; proposing synonyms; assisting
with language translation; producing ideas; and recommending themes. The advantages that
EFL students associate with the utilization of AI ChatGPT as a writing instrument can be
classified into many themes: Time Efficiency, Assistance in Topic Exploration and Idea
Development, Vocabulary Enhancement, and Grammar Improvement.

Time Efficiency
Many EFL students hold the assumption that enhanced speed and simplicity in writing
completion is advantageous. The data reveal an agreement that AI ChatGPT can substantially
enhance efficiency in the writing process. Misnawati (2023) asserts that ChatGPT offers
numerous advantages for users, including the capacity to produce human-like language,
expedite the writing process, and deliver prompt and precise responses to particular issues.
One participant explicitly indicated that ChatGPT was highly beneficial and might expedite
writing-related tasks.

"The existence of ChatGPT really supports me in completing tasks, such as writing,

which can optimize time." (P1:BS)

P1 noted that ChatGPT significantly expedites the completion of assignments. ChatGPT's

capacity to deliver material and respond to inquiries swiftly enables students to execute
writing assignments with greater efficiency. P1 emphasized that ChatGPT can expedite
assignment completion. Additional participants corroborated this by stating that ChatGPT
offers rapid access to material and possesses extensive knowledge, hence enhancing the
writing completion process. ChatGPT markedly enhances time efficiency for students in
their academic writing endeavors. This technology enables students to work more efficiently
and create superior writing within a reduced timeframe, where deadlines and precision are
paramount in academic settings. This aligns with the research by Setiawan & Luthfiyani
(2023), which demonstrates that ChatGPT provides rapid and accurate responses, enhances
time efficiency and effectiveness, and boosts student engagement in learning activities.

Facilitating Topic Identification and Idea Development

EFL students frequently encounter challenges in idea generation or selecting an appropriate
topic in writing. Occasionally, individuals possess ideas but struggle to articulate them
coherently in writing. In addition to time efficiency, another notable advantage of utilizing
ChatGPT is its capacity to assist users in generating ideas or subjects for their writing.
Several responders indicated that ChatGPT assisted them in generating fresh ideas during
the writing process.

"I usually use ChatGPT when I run out of ideas for my writing. From the ideas given
by ChatGPT, I know the topics I will write and develop, so I learn a lot from ChatGPT
when I find the same topic in my next writing." (P1:BS)

This assertion demonstrates that ChatGPT can serve as a valuable resource for students
struggling to generate ideas. ChatGPT assists students in completing their writing by
providing novel ideas and enhances their capacity to choose pertinent themes subsequently.

"ChatGPT can also provide ideas, inspiration, or an overview of what I should write
quickly." (P3:MAR)

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The assertion from P2 corroborates earlier findings that ChatGPT facilitates prompt
assignment completion while also offering inspiration and a comprehensive overview of the
subject matter to be addressed. This is highly advantageous for students, who frequently
struggle to initiate or cultivate ideas for their writing. The utilization of ChatGPT as a
resource for generating themes and ideas shown considerable value in the academic writing
process, assisting students in overcoming impasses and enhancing their writing skills.
ChatGPT can serve as a resource for generating ideas for their writing. Similar to prior
research by Abdullayeva & Muzaffarovna (2023), which indicates that ChatGPT may
generate writing ideas for students, offer feedback on their compositions, and propose
enhancements to their writing style.

Vocabulary Enhancement
In addition to struggling to generate ideas, EFL students encounter writing challenges
stemming from their restricted vocabulary. ChatGPT assists students in enhancing their
vocabulary and offers recommendations for synonyms or more suitable terms, so improving
their writing.

“ChatGPT assists me in expanding the vocabulary in my writing, thereby enhancing

my confidence in writing” (P2:SS)

“I use it as a source of vocabulary, because ChatGPT can provide suggestions such

as synonyms or more appropriate phrases to improve the quality of my writing.” This
is quite beneficial, particularly for my writing skills, especially in English. (P4:SDS)

These remarks emphasize how ChatGPT enhances students' confidence in writing by

providing a more extensive and diverse vocabulary. ChatGPT assists individuals in
enhancing their vocabulary in writing, hence augmenting their confidence in the craft.
ChatGPT's capacity to provide alternative words or more suitable sentences significantly
aids students in enhancing the clarity and quality of their writing effectively. Students
utilized the ChatGPT program during their writing process, not alone for its efficiency or
assistance in idea generation but also for its beneficial impact on their vocabulary
enhancement.

Enhancing Grammar
Furthermore, ChatGPT significantly contributes to enhancing grammar. Students utilize
ChatGPT's grammar check feature to identify grammatical problems in their work and to get
insight into their conscious and unconscious blunders.

"I usually use the grammar check feature to improve my English writing skills,
because when there are grammatical errors, ChatGPT will explain them clearly and
correct the errors." (P3:MAR)

“And sometimes my language structure is still messy, the vocabulary is also often
wrong.”
"No, ChatGPT helps me to fix it." (P4:SDS)

In addition to language constraints, grammar presents a significant challenge in writing. In

academics, adherence to appropriate grammar is mandatory. This indicates that ChatGPT
assists pupils in comprehending and rectifying their grammatical mistakes. ChatGPT can
assist with writing that is grammatically accurate. Formulating organized sentences
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employing many linguistic approaches for pupils' comprehension. This conclusion is

corroborated by a study conducted by Atlas (2023), which asserts that ChatGPT can identify
grammatical and stylistic faults, hence enhancing the clarity of written text. This outcome
aligns with Kim (2019), which affirmed that AI chatbots enhance students' grammatical
proficiency.

2. Challenges of Using Chat GPT

The data indicate that ChatGPT serves as a beneficial writing aid, particularly for English
composition. Nonetheless, AI technologies like ChatGPT may provide issues for its
consumers. The difficulties associated with utilizing ChatGPT as a writing instrument, as
derived from an examination of interviews with EFL students, can be classified into various
themes: Insufficient Knowledge and Inaccuracies, Inducing Laziness, Possible Dependency,
and Connectivity Issues.

Insufficient Knowledge and Inaccuracies

Students utilizing ChatGPT as a writing instrument encountered difficulties pertaining to
restricted knowledge and erroneous information. Artificial intelligence operates by
examining data gathered from humans, hence its outcomes are constrained by the
information it has assimilated. It is crucial to understand that AI is not a human entity; it is a
technology developed by people to facilitate human labor. Despite its programming being
designed to emulate human cognitive processes, AI can never completely emulate human
cognition. This comprehension underscores that AI is incapable of delivering genuine
information and innovative thought.

“Because ChatGPT is a machine and the data provided is often limited, the
information provided is sometimes not usable by me because it is not accurate
according to my request. When I need additional data, sometimes ChatGPT cannot
provide it, and ChatGPT does not update data before 2021…” (P1:BS)

“ChatGPT doesn’t always provide clear answers.” ChatGPT sometimes lacks the
most up-to-date information because its database doesn’t cover very recent events,
and its content isn’t always accurate or factual. (P3:MAR)

While ChatGPT delivers information rapidly, the accuracy of the data may occasionally be
lacking or misaligned with specific inquiries. When solicited for more comprehensive data
or current information, ChatGPT is occasionally unable to furnish it due to its database being
restricted until 2021. Consequently, ChatGPT was incapable to supplying current data.

“Moreover, I find that the responses generated are occasionally inaccurate, as they
sometimes recycle information that is not contextually relevant.” (P4:SDS)

Other students perceived that the responses produced by ChatGPT were occasionally
erroneous and at times resembled a rehashing of existing knowledge. This may suggest that
while ChatGPT is capable of producing text or responses, it exhibits certain deficiencies in
accuracy and originality of the material.

“My difficulty is that ChatGPT sometimes makes mistakes in analyzing my writing.”

“When I ask for grammar analysis, it sometimes makes mistakes” (P5:NAP)

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Conversely, students noted that ChatGPT occasionally struggled with comprehending and
assessing their grammar. This is evident when students seek assistance with grammar
verification, as ChatGPT occasionally delivers analyses that are inaccurate or unsatisfactory.
This issue demonstrates that while ChatGPT can deliver prompt feedback, the quality of its
analysis occasionally need enhancement to satisfy user expectations for precision and
accuracy. Ngo (2023) emphasizes that ChatGPT may occasionally provide incorrect
information, especially on less-cited subjects, and its data constraints can result in mistakes.
Wibowo et al. (2023) and Bibi & Atta (2024) highlighted that users occasionally dispute the
trustworthiness, validity, and authenticity of ChatGPT's outputs.

Alongside the above noted issues, students also recognized network disruption as a
significant issue in utilizing ChatGPT. As articulated by a student.

"In addition, ChatGPT often experiences errors and cannot provide answers,
whether it is caused by an unstable internet connection." (P3:MAR)

This indicates that a reliable internet connection is essential for optimizing the utilization of
ChatGPT. Network complications are a substantial impediment that can detract from the user
experience when employing ChatGPT as a writing instrument. Zhai (2023) asserts that
numerous AI systems depend on internet access for optimal functionality. This may pose
difficulties in areas with restricted or inconsistent internet connection. Restricted internet
connection can impede the optimal utilization of ChatGPT, so obstructing students from fully
benefiting from the program. In such circumstances, students may need to seek alternative
options or await more reliable internet connectivity to proceed with their work.

The findings from the interviews with five EFL students indicated that ChatGPT might
enhance students' writing skills; however, it is essential to utilize this AI as a self-study
resource and classroom tool under appropriate guidance and supervision. Prior to the
implementation of AI technology, educators and learners need receive training.
Consequently, along with Stokel-Walker's 2022 findings, ChatGPT, as an advanced language
model, is highly effective for content creation and language skill enhancement. It is crucial
to utilize it judiciously and adhere to regulations to protect academic integrity (Liu, 2023).
Consequently, although ChatGPT can serve as a beneficial resource, students must recognize
its limitations and employ ways to address these concerns, including verifying its responses
and utilizing their critical thinking abilities.

Inducing Laziness and Possible Dependency

The advent of technology like AI has both advantages and possible risks, particularly those
that may have adverse effects. A detrimental effect of ChatGPT usage among students is the
potential for fostering complacency in their learning and impeding their progress. Interview
findings indicate that ChatGPT is expected to adversely affect both themselves and their
peers. Consequently, students must navigate the difficulty of utilizing these technologies
judiciously and cautiously to mitigate dangers and foster an active and engaged learning
experience.

"Honestly, the frequency of using ChatGPT has created dependency, so that

sometimes I feel lazy and have difficulty thinking independently, only relying on the
tool." (P5:NAP)

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Student statements suggest that over reliance on AI ChatGPT may result in dependency. This
may foster a sense of lethargy in exerting autonomous effort, since individuals often depend
on the technology for generating thoughts and ideas.

“…..often using AI like this sometimes creates dependency. Well, this is also what
can create a sense of laziness to try on your own….” (P2:SS)

The results of the present study align with the conclusions of Ahmad et al. (2023), indicating
that AI technology may diminish human decision-making capacity and promote lethargy.
Some questioned students acknowledged the dual nature of AI, emphasizing the necessity
for students to utilize technology judiciously.

Consistent with the aforementioned problems, the students had comparable views on the
utilization of ChatGPT as a writing instrument. The EFL students concurred that the
convenience provided by ChatGPT, which facilitates a more efficient approach, may
inadvertently foster laziness and engender a reliance on this technology.

“Moreover, frequent use of ChatGPT can lead to dependency, as it facilitates our

tasks swiftly and effortlessly” (P1:BS)

The interview data indicate that excessive use of ChatGPT may result in reliance among
students. P1 stated that regular utilization of ChatGPT may foster dependency in users, as
the application might facilitate task completion. accomplished swiftly and effortlessly.
Understanding the limitations of this technology is crucial for students to cultivate
independent thinking skills and avoid complete dependence on tools like ChatGPT. This is
further corroborated by the accounts of other students who underwent similar experiences.

"Honestly, the frequency of using ChatGPT has caused me to become addicted..."

(P5:NAP)

The students recognized the challenges they encountered and cautioned against the potential
drawbacks of excessive dependence on AI tools, highlighting the risk of diminished
motivation and a sense of reliance stemming from the convenience and efficiency with which
AI ChatGPT facilitated their academic endeavors. Bailey & Withers (2018) noticed that
English language learners frequently depend excessively on AI tools. Consequently, the
generated content may exhibit similarities and exhibit a deficiency in natural language
utilization. Their perspectives on utilizing ChatGPT as a resource demonstrated an
understanding of the tool's constraints and possibilities. They recognize that ChatGPT is
merely a machine utilized as a tool. They underscored the necessity of obtaining information
from supplementary sources for reference purposes. EFL students asserted the necessity of
depending on their own knowledge and critical skills for the analysis and processing of
information.

The increasing reliance on AI tools like ChatGPT in educational settings has raised concerns
about inducing laziness and dependency among students. While these tools offer significant
benefits, they can also hinder critical thinking and problem-solving skills if not used
judiciously. To mitigate these issues, several strategies can be implemented, focusing on
integrating human feedback, limiting usage contexts, fostering independent learning and
develop critical thinking.

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1. Integrating Human Feedback

One effective strategy to counteract dependency on ChatGPT is to integrate human feedback
into the learning process. This approach encourages students to seek guidance from
instructors or peers after using AI tools. Research indicates that combining AI assistance
with human input enhances learning outcomes by promoting critical engagement with the
material (Li et al., 2023). For instance, students could be required to submit their AI-
generated content alongside a reflection or critique of the information provided by ChatGPT.
This practice not only reinforces their understanding but also cultivates critical thinking
skills. Additionally, educators can design assignments that require students to evaluate the
accuracy and reliability of information generated by ChatGPT. By prompting students to
assess AI outputs critically, they develop a more discerning approach to information
consumption, which is essential in an age dominated by digital content.

2. Limiting Usage in Specific Contexts

Another strategy involves setting clear boundaries around the use of ChatGPT in educational
contexts. Educators can establish guidelines that specify when and how AI tools should be
used, ensuring that they complement rather than replace traditional learning methods. For
example, AI may be permitted for brainstorming ideas but restricted during assessments or
exams where independent thought is crucial (Xiang & Teo, 2024). Implementing strict usage
policies can help maintain academic integrity while encouraging students to engage more
deeply with their studies. Research suggests that limiting the contexts in which AI tools are
used fosters a more balanced approach to learning, allowing students to benefit from
technology without becoming overly reliant on it (Li et al., 2023).

3. Fostering Autonomous Learning

Promoting autonomous learning is vital in reducing dependency on AI tools like ChatGPT.
Educators can implement strategies that encourage self-directed learning, such as project-
based assignments that require students to explore topics independently before seeking
assistance from AI (Pradana et al., 2023). This method not only enhances students' research
skills but also builds confidence in their ability to tackle complex problems without
immediate recourse to technology. Moreover, integrating activities that promote
collaboration and communication among peers can help mitigate the isolating effects of
relying solely on AI for answers. Group discussions and collaborative projects encourage
students to share insights and challenge each other's thinking, fostering a richer learning
environment (Li et al., 2023).

4. Developing Critical Thinking and Creativity

To further combat laziness induced by over-reliance on ChatGPT, educational institutions
should emphasize the development of critical thinking and creativity within their curricula.
Assignments designed to challenge students' innovative thinking—such as open-ended
questions or creative problem-solving tasks—can stimulate engagement and reduce the
temptation to rely on AI-generated responses (Sok & Heng, 2024). Encouraging students to
approach problems from multiple angles and seek out diverse sources of information will
cultivate a mindset that values inquiry over convenience. This aligns with previous findings
that highlight the importance of fostering creativity in education as a counterbalance to
technological dependency (Hattie, 2009).

In conclusion, While ChatGPT offers valuable support for learners, its potential to induce
laziness and dependency cannot be overlooked. By integrating human feedback, limiting
usage contexts, fostering autonomous learning, and developing critical thinking skills,
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educators can create a balanced approach that leverages the strengths of AI while mitigating
its drawbacks. Implementing these strategies will not only enhance student engagement but
also prepare them for a future where independent thought and creativity are paramount.

D. CONCLUSION
The research findings indicate that students possess a favorable perspective of utilizing AI
ChatGPT as a writing aid, attributed to its beneficial influence on their English writing
process, resulting in a notable enhancement of their writing skills. Four primary advantages
of utilizing ChatGPT have been recognized: time efficiency, support in creating topic and
sentence concepts, enhanced vocabulary, and improved grammar. Nonetheless, the students
identified several concerns, including data constraints, inaccuracies, potential reliance, and
connectivity issues. The data indicate that although ChatGPT serves as a beneficial writing
assistance, students ought to employ it wisely, regarding it as a supplementary tool rather
than a replacement for human education and additional resources. Moreover, several
recommendations are proposed based on the findings. Students ought to persist in honing
their talents and engaging in critical thinking. Educational institutions ought to advocate for
the proficient utilization of AI solutions, guaranteeing that students maximize their benefits.
Instructors must comprehend the role of ChatGPT to assist students in its ethical and
effective application. Future study should involve a comparative analysis of ChatGPT with
other AI tools and an examination of its efficacy across various competencies. This study's
limitations encompass inadequately addressed ethical concerns and a limited sample size,
highlighting the necessity for more research with a more diverse participant pool and varied
approaches to get more generalizable outcomes.

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