Artificial Intelligence: Tertiary Students Perception of Using ChatGPT in Writing Tasks

Abstract

Artificial intelligence (AI), ChatGPT, dominates across sectors, particularly in education. Students use this AI to help them write academic tasks. This study examines the effects of OpenAI’s ChatGPT on writing tasks among students. Employing a survey research design, structured questionnaires were distributed and completed by 83 first-year respondents, all Bachelor of Secondary Education majors in English, to identify areas of weakness in the respondents’ writing skills, self-regulation, and engagement/motivation. The findings show that students benefit from using ChatGPT and expect increased grammar, punctuation, word formation, order of ideas, and coherence. However, the app does not help much in improving the motivation or the willingness to do the writing tasks. The results shown in the study also capture various perceptions concerning the use of ChatGPT as a learning tool and self-learning among education students. It helps track progress and handle self-assessment; however, students do not trust it to define goals, priorities, and tasks. The study implies the need to consider using AI writing tools such as ChatGPT to promote writing proficiency and design trainer programs for the relevant professions. An ethical code for the appropriate use of AI solutions in education is also suggested. The study concludes that ChatGPT enhances writing skill acquisition, but its effect on learner self-belief and self-regulation is still unknown.