ChatGPT-assisted writing: Learners’ perceptions of AI feedback and influencing factors

• Published in: Korea Journal of English Language and Linguistics Vol. 25; pp. 493 - 515
• Main Author: Lee, Jeong-Hwa
• Format: Journal Article
• Language: English
• Published: 한국영어학회 01.04.2025
• Subjects: 영어와문학
• ISSN: 1598-1398; 2586-7474
• DOI: 10.15738/kjell.25..202504.493

This study explored the effects of using ChatGPT 3.5 (ChatGPT) on the attitudes and perceptions of English writing by 17 intermediate and 17 advanced university students. Paired t-test results for pre- and post-surveys found that both groups experienced a significant increase (intermediate: t=-3.392, p=.004; advanced: t=-3.050, p=.008) in confidence towards English. ChatGPT was found to be beneficial for creating ideas, strengthening vocabulary, and enhancing writing abilities by the two groups. While advanced students noted ChatGPT’s usefulness in organizing ideas and conveying complicated concepts with an emphasis on language proficiency, several intermediate students stated its importance for motivation, and grammar improvement. Both groups expressed concerns over dependency on ChatGPT and production of erroneous data. Six intermediate students reported no detrimental feelings toward use of ChatGPT and only two students from the advanced class reported no detrimental effect. Findings from the research demonstrated that although English language learners of varying proficiency levels share some similar opinions about ChatGPT, there are also significant distinctions between the two groups in this study. To properly employ AI chatbots as writing aids, instructors should take into account the competency levels of their students. They should also customize strategies to match the unique needs of learners, so that goals can be attained at every step in the writing process. KCI Citation Count: 0