Session
Education and Development
Description
This article explores the relationship between students' motivation and perceptions regarding their use of ChatGPT as a writing aid in Academic Writing Course. Our findings reveal that students' overall motivation to learn English does not significantly influence their use of ChatGPT, suggesting these aspects operate independently. Responses from the 80 participants varied widely: while some praised ChatGPT for its variety, speed, and accuracy, others expressed concerns about its limitations and the risk of over-dependence. Interestingly, higher levels of instrumental motivation were associated with more frequent use of ChatGPT, as students sought to achieve specific professional goals and overcome writing challenges. These insights provide a detailed understanding of how AI-driven writing tools are perceived in academic contexts, highlighting important considerations for teachers and students aiming to enhance their writing skills and motivation.
Keywords:
ChatGPT, University, Student Motivation, Student Perspective, Writing Skills, Academic Writing Course
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-15-3
Location
UBT Kampus, Lipjan
Start Date
25-10-2024 9:00 AM
End Date
27-10-2024 6:00 PM
DOI
10.33107/ubt-ic.2024.115
Recommended Citation
Lama, Alma, "Insights from Students On Chatgpt's Impact and Use in English Academic Writing Courses a Case Study of Ubt English Language Program Students" (2024). UBT International Conference. 2.
https://knowledgecenter.ubt-uni.net/conference/2024UBTIC/ED/2
Insights from Students On Chatgpt's Impact and Use in English Academic Writing Courses a Case Study of Ubt English Language Program Students
UBT Kampus, Lipjan
This article explores the relationship between students' motivation and perceptions regarding their use of ChatGPT as a writing aid in Academic Writing Course. Our findings reveal that students' overall motivation to learn English does not significantly influence their use of ChatGPT, suggesting these aspects operate independently. Responses from the 80 participants varied widely: while some praised ChatGPT for its variety, speed, and accuracy, others expressed concerns about its limitations and the risk of over-dependence. Interestingly, higher levels of instrumental motivation were associated with more frequent use of ChatGPT, as students sought to achieve specific professional goals and overcome writing challenges. These insights provide a detailed understanding of how AI-driven writing tools are perceived in academic contexts, highlighting important considerations for teachers and students aiming to enhance their writing skills and motivation.