An investigation into third-year elt students’ perceptions of using chatgpt as an ai writing-assistant tool at the university of danang - university of foreign language studies

Abstract

Technology integration in education has revolutionised language teaching and learning. Writing proficiency, often regarded as a challenging skill to acquire in second language learning, has witnessed transformative potential through technological innovations. The emergence of ChatGPT, with its unique capabilities, has demonstrated considerable promise in supporting student learning writing skill. The current study aimed to investigate the current level of familiarity and usage of third-year English Language Teaching (ELT) students towards ChatGPT as an AI writing-assistant tool, examining their perceptions towards the adoption and providing suggestions for effective utilisation. The study involved forty-six third-year ELT students at The University of Danang - University of Foreign Language Studies (UD-UFLS) and employed a sequential explanatory mixed-method design. Quantitative data were collected through a questionnaire which was developed mainly based on the Technology Acceptance Model (TAM) while qualitative data were obtained from semi-structured interviews to deepen and triangulate the findings from quantitative data. The results show a generally positive perception among third-year ELT students towards ChatGPT as an AI writing assistant tool with a notable level of familiarity with its usage. However, several challenges and concerns have been identified in its implementation. Several solutions were also proposed for better utilisation of ChatGPT as an AI writing-assistant tool.