Year: 2024
Type: conference-paper
Study design: Observational Study
Abstract: Academic writing remains a significant challenge for English as a Second Language (ESL) students, particularly in mastering grammar, syntax, and paraphrasing. The integration of Artificial Intelligence (AI) tools, exemplified by ChatGPT, holds promise in addressing these challenges by providing automated support in writing tasks. This study investigates ESL students’ perceptions of ChatGPT 3.5 as a writing assistant in the academic context. Employing a mixed-method approach that includes surveys and analysis of student interactions with ChatGPT during writing exercises, this research explores how students utilize ChatGPT 3.5 and the specific support it provides in enhancing academic writing. Participants, comprising Filipino students from De La Salle University - Manila Senior High School enrolled in academic writing-focused courses, were selected for their direct engagement with ChatGPT 3.5. The findings highlight ChatGPT's primary utility among students for tasks such as grammar correction, paraphrasing, and referencing. Positive student feedback underscores ChatGPT's perceived efficacy in enhancing coherence and originality in writing. Nevertheless, concerns surfaced regarding content accuracy and plagiarism detection, emphasizing the necessity for rigorous implementation and oversight of AI technologies in educational settings.
Institution: De La Salle University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4413930814