Article Sidebar

Download
PDF
Statistic
Read Counter : 425 Download : 150

Main Article Content

Abstract

This qualitative case study explored the impact of ChatGPT on the writing competence of 3rd year BAEL students. It aimed to determine the use of ChatGPT on students' writing competency. A stratified purposive sampling method was used in selecting experienced participants. The scrutinized gathered data was subject to thematic analysis anchored by Braun and Clarke (2006), revealing both beneficial and counterproductive outcomes from using ChatGPT on students' writing competence. This concludes that the impact of ChatGPT on students’ writing was multifaceted highlighting the significance of adopting a well-rounded approach to maximize benefits and minimize potential drawbacks.

Keywords

Artificial Intelligence ChatGPT Influence Writing Competence

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Obiso, C. M. (2024). Students’ Regard on the Use of ChatGPT in their Writing Competence. FOSTER: Journal of English Language Teaching, 5(2), 102-119. https://doi.org/10.24256/foster-jelt.v5i2.172
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Abdullayeva, M., & Muzaffarovna, M. (2023). The impact of artificial intelligence on the writing skills of students. Journal of Education and Technology, 32(1), 56-67. https://jte-journal.org/
  2. AI bot ChatGPT. (n.d.). AI bot ChatGPT stuns academics with essay-writing skills and usability.https://www.theguardian.com/technology/2022/dec/04/ai-bot-chatgpt-st uns -academics-with-essay-writing-skills-and-usability
  3. Alamri, W. (2019). Effectiveness of Qualitative Research Methods: Interviews and Diaries, Lecturer at English Language Institute, University of Jeddah, Saudi Arabia. https://core.ac.uk/download/pdf/228085022.pdf
  4. Ali, J., Shamsan, M., A., A., Hezam, T. & Mohammed A. A. Q.(2023). Impact of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in Arabia Felix. https://journals.arafa.org/index.php/jesaf/article/ view/51/71
  5. Anderson, J., & Rainie, L. (2010). The Future of Education: The Impact of Technology on Personal Learning Environments. Pew Research Center. https://www.p ewresear ch.org/
  6. Anderson, J., & Rainie, L. (2010). The Future of Education: The Impact of Technology on Personal Learning Environments. Pew Research Center.https://www.pewresearch.org /internet/2010/08/29/the-future-of-education-the-impact-of-technology-on-personal-learning-environments/
  7. Atlas, S.(2023). "ChatGPT for Higher Education and Professional Development: A Guide to Conversational AI." https://digitalcommons.uri.edu/cba_facpubs/548
  8. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology,3(2),77101. doi:10.1191/1478088706qp063oa https:/ /www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa
  9. Brown, J. S. (2009). The Role of Educational Technology in the Learning Sciences. Educational Psychologist, 44(4), 259-263. https://www.psychologist-license.com/types-of-psychologists/educational-psychologist/
  10. Chan, C.K.Y., Hu, W. Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. Int J Educ Technol High Educ 20, 43 (2023). https://doi.org/10.1186/s41239-023-00411-8
  11. Chung Kwan Lo. What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature, 2023. Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR 999077, China. Educ. Sci. 2023,13(4), 410; https://doi.org/10.3390/educsci13040410
  12. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nded.). Thousand Oaks, CA: Sage. https://us.sagepub.com/en-us/nam/qualitative-inquiry-and-research-design/book228700
  13. Creswell, J., Poth, C. (2017). Qualitative Inquiry and Research Design Choosing Among Five Approaches.SAGEPublication.Inhttps://www.sagepub.com/books/qualitative-inquiry-and-research-design-choosing-among-five-approaches-4e
  14. Denzin, N. K., & Lincoln, Y. S. (2018). The Sage Handbook of Qualitative Research. Sage https://us.sagepub.com/en-us/nam/the-sage-handbook-of-qualitative-research/book236752
  15. Huzaif, M.(2023). The Impact of ChatGPT on Student learning https://thecompanion.in/the-impact-of-chatgpt-on-student-learning
  16. Imran, M., & Almusharraf, N. (2023). Investigating the potential of ChatGPT in enhancing students' writing skills. International Journal of Educational Technology, 14(1), 23-36. https://educationaltechnologyjournal.springero pen.com/
  17. Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605
  18. Jabonete, A. M., Cabatingan, K. B., & Briones, A. V. (2022). Exploring the experiences of students using AI-powered writing apps in online classes. International Journal of Emerging Technologies in Learning (iJET), 17(6), 56-68. doi: 10.3991/ijet.v17i06.14206.http://online-journals.org/index.php/i jet/article/view/ 14 206/0
  19. Jossey-Bass. (2006). Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. Methods in educational research: From theory to practice. San Francisco, CA: John Wiley &Sons.https://www.wiley.com/enus/Methods+in+Educational+Research%3A+From+Theory+to+Practice-p-9780787988487
  20. Juan, C., et al. (2023). The influence of ChatGPT on students' writing competence. Journal of Educational Technology & Society, 26(2), 1-15. https://www.mdpi.com/0718-1876/16/5/76
  21. Kalla, Dinesh & Smith, Natan. (2023, April). Study and Analysis of Chat GPT and its Impact on Different Fields of Study. Colorado Technical University, Microsoft (Big Data Support Escalation Engineer), Charlotte, North Carolina. https:// papers.ssrn.com/sol3/papers.cfm?abstract_id=4402499
  22. Lee, S., & Kim, N. (2021). AI in Education: Opportunities and Challenges. Journal of Educational Technology & Society, 24(3),18 27.https://www.jstor.org/journal/jed uctechsoci
  23. Limna, P. et al., (2023, May 25). The use of ChatGPT in the digital era: Perspectives on chatbot implementation, Vol.6 No.1 (2023). https://doi.org/10.37074/jalt.2023.6.1.32
  24. Liu, Y., Li, Z., & Wang, X. (2022). The effect of AI-powered feedback on the writing of students with learning disabilities. Journal of Educational Computing Research, 57(10), 2179 2204. https://www.springer.com/journal/10639
  25. Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Case study research: A practical guide for applied research in education and the social sciences. San Francisco, CA: JosseyBass.https://www.wiley.com/enus/Case+Study+Research%3A+A+Practical+Guide+for+Applied+Research+in+Education+and+the+Social+Sciences-p-9780787972455
  26. Malik, S. (2023). The Utility of ChatGPT as an Example of Large Language Models in Healthcare Education. Research and Practice: Systematic Review on the Future Perspectives and Potential Limitations. https://www.medrxiv.org/content/10.1101 /2023.02.19.23286155v1.full.pdf
  27. Marzuki, et al., (2023) The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective, Cogent Education, 10:2, DOI: 10. 1080/2331186X.2023.2236469
  28. Mhlanga, D. (2023). Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. University of Johannesburg, South Africa, College of Business and Economics, PO Box 524, Auckland Park, 2006. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4354422
  29. Michalon & Zuñiga (2023). ChatGPT, a brand-new tool to strengthen timeless competencieshttps://www.frontiersin.org/articles/10.3389/feduc.2023.1251163/ful
  30. Muhammad, H. (2023). The Impact of ChatGPT on Students: Positive Effects and Potential Negative Effects. https://moderndiplomacy.eu/2023/03/14/the-impact-of-chatgpt- on-students-positive-effects-and-potential-negative-effects/
  31. Nowell, L., Norris, J., White, D., & Moules, N. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods 16(1).https://do i.org/10.1177/1609406917733847
  32. Rudolp et.al. (2023).ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? https://journals.sfu.ca/jalt/index.php/jalt/article/view/689
  33. Sallam, M. A. (2023). ChatGPT: A new era of language models and their impact on education and healthcare. Journal of Advanced Research, 45, 100744. doi:10.1016 /j.jare.2023.100744
  34. Sengupta, D. (2023). ChatGPT is changing education, AI experts say — but how?https://www.dw.com/en/chatgpt-is-changing-education-ai-experts-say-but-how/a -64454752
  35. Smith, A. N., & Johnson, T. (2018). Technology and Writing. In R. E. Ferdig (Ed.), Handbook of Research on Writing and Composing in the Age of MOOCs (pp. 149-166). IGI Global. https://www.igi-global.com/
  36. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://www.hup.harvard.edu/Wilson, 2022. Is Chatgpt making us lazy?
  37. https://www.linkedin.com/pulse/chatgptmaking-us-lazy-graeme-wilson Winchester, N., Gnaldi, M., & Smith, M. (2017). Pre-data collection. In M. Forrester, C. Slater, & E. J. Teijlingen (Eds.), The Routledge handbook of health research methods (pp. 23-37). Routledge. https://www.routledgehandbooks.com/d oi/10.4324/9781315454322-3
  38. Yang, Y. Cornelius, & Linda F. (2004). Students’ Perceptions towards the Quality of Online Education: A Qualitative Approach, Mississippi State University https://files.eric.ed.gov/fulltext/ED485012.pdf
  39. Young, J. C., Rose, D. C., Mumby, H. S., Benitez-Capistros, F., D., Derrick, C. J., Finch, T.,Garcia, C., Home, C., Marwaha, Esha, M., Courtney, P., Stephen, S., Jay W., Kerrie A., Mukherjee, N. (2018) A methodological guide to using and reporting on interviews inconservation science research. https://doi.org/10.1111/2041-210X.12828
  40. Zhang, Y., & Zhao, Y. (2021). The effects of AI-powered feedback on students' writing performance. Computers & Education, 162, 104037. https://www.scienc edirect. com/journal/computers-and-education
  41. Zhang, J., Chen, X., & Li, Y. (2023). The impact of AI-powered writing tools on students' idea generation and writing performance. Educational Technology Research and Development, 71(1), 345-367. https://www.springer.com/journal/11423