The Role of ChatGPT as AI English Writing Assistant: A Study of Student’s Perceptions, Experiences, and Satisfaction

Authors

  • Zamzam Bibi MPhil Applied Linguistics, University of Management and Technology, Sialkot Campus, Punjab, Pakistan
  • Dr. Aqsa Atta Associate Professor, Department of Linguistics and Communications, University of Management and Technology, Sialkot Campus, Punjab, Pakistan

DOI:

https://doi.org/10.35484/ahss.2024(5-I)39

Keywords:

Artificial Intelligence (AI), ChatGPT, Students’ Perceptions

Abstract

The purpose of this study is to look into the subtle aspects of students' involvement with ChatGPT, an AI-powered English Writing Assistant, with an emphasis on their views, experiences, and general satisfaction. As developments in Artificial Intelligence (AI) keep evolving the educational environment, the use of AI as an English Writing Assistant has received attention for its capability to improve students' writing skills. Through a mixed-method approach, including surveys, interviews, and usability testing, this research aims to unveil the intricate factors that shape students' attitudes toward ChatGPT. By exploring the user interface, adaptability to individual writing styles, and the perceived impact on writing proficiency, the study seeks to provide a comprehensive understanding of the tool's effectiveness. The findings of the study reveal that students have an overall favorable opinion of ChatGPT, and many of them are happy with the help it provides with different parts of creating content in English. In future studies, researchers should investigate the cumulative impact of ChatGPT use on students' autonomous ability to write, taking into account a variety of learning environments and possible ethical considerations such as plagiarism.

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Published

2024-01-21

Details

    Abstract Views: 2565
    PDF Downloads: 1753

How to Cite

Bibi, Z., & Atta, A. (2024). The Role of ChatGPT as AI English Writing Assistant: A Study of Student’s Perceptions, Experiences, and Satisfaction. Annals of Human and Social Sciences, 5(1), 433–443. https://doi.org/10.35484/ahss.2024(5-I)39