University EFL Learners’ Perceptions on the Use of ChatGPT in Academic Writing Learning Process

Abstract

With the burgeoning development of sophisticated artificial intelligence tools, it is of foremost importance for second language educators to integrate these digital learning platforms into their regular classroom settings, as they will help them deliver clearer pedagogical instructions and design more effective learning materials. Concerning the aforesaid background, the researchers undertook this moderate library study to investigate university EFL learners’ perceptions of the use of ChatGPT in the academic writing learning process. In compliance with this major study objective, the researchers employed a thematic analysis approach while reviewing pertinent findings derived from 30 previously published ChatGPT journal articles. With the help of a thematic analysis approach, the researchers could generate more believable, trustworthy, and relatable findings, as it supported us in subsuming the targeted results into relevant themes. The thematically-categorized research results revealed that ChatGPT allowed the enhancement of writing accuracy, proficiency, strategic competence, motivation, confidence, and positive writing dispositions among global university EFL learners.