Factors Influencing the Perceptions of English Major Students in Using ChatGPT to Improve Writing Skills

Abstract

This research is a study on English major students’ responses to their perception of writing enhancement using ChatGPT and its determining factors. The present discourse has shed light on what higher education learners know about, and have experienced with AI-centered tools in access to quality writing skills. The Approach: They surveyed 286 students about how they viewed the utility, constraints and potential integration of ChatGPT within their learning processes. In the exploration, teens valued ChatGPT as a support complement and called for teacher guidance and consistent rundown prompts. But the use is of it in-class activities and some academic integrity problems have been there. The authors conclude that although ChatGPT is likely to offer pedagogical affordances, the design of the tool reminds us of how its technical specifications do not obviate our ethical (pedagogical) responsibility within academic contexts.