TEACHER AND STUDENT PERCEPTIONS OF CHATGPT IN ACADEMIC WRITING AND ESL CLASSROOMS
Keywords:
ChatGPT, Artificial Intelligence, ESL Classrooms, Academic Writing, Language Learning, Teacher Perceptions, Student Perceptions, Educational Technology, AI Literacy, Academic Integrity, Plagiarism, AI in Education.Abstract
This article explores the perceptions of teachers and students regarding the use of ChatGPT in academic writing within English as a Second Language (ESL) classrooms. With artificial intelligence (AI) increasingly influencing language learning, tools like ChatGPT are becoming accessible and popular among ESL learners. The research investigates the perceived benefits, drawbacks, ethical concerns,
and pedagogical implications of integrating ChatGPT into ESL writing instruction. Through a mixed-methods approach involving surveys and interviews, the study identifies emerging attitudes and practices, highlighting the potential of ChatGPT to enhance ESL writing skills while also raising important concerns about academic integrity and student dependence.
References
1.
Kasneci, E., Sessler, K., Betsch, T., & Kasneci, G. (2023). ChatGPT for good?
On opportunities and challenges of large language models for education. Learning and
Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
2.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher
Psychological Processes. Harvard University Press.
3.
Warschauer, M. (2004). Technology and Social Inclusion: Rethinking the
Digital Divide.
4.
Yin, Y., Chen, A., & Wang, Q. (2023). AI-based scaffolding for ESL writing:
An experimental study on ChatGPT use. Journal of Educational Technology &
Society, 26(1), 90-105.
5.
and
Zou, B., Wang, D., & Xing, M. (2023). ChatGPT in English language learning:
Perceptions
practices.
Computer Assisted Language Learning.
