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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.493-515
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 02 Sep 2024 Revised 10 Feb 2025 Accepted 29 Mar 2025
DOI: https://doi.org/10.15738/kjell.25..202504.493

ChatGPT-Assisted Writing: Learners’ Perceptions of AI Feedback and Influencing Factors

Jeong-Hwa Lee
Visiting Professor, College of Liberal Arts, Dankook University, Tel: 02) 3392-1009 2019jhlee@naver.com


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

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.

Keywords:

ChatGPT, English writing, AI feedback, perception, factors, university students, English proficiency, AI-assisted learning

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