TABLE OF CONTENTS

ASTRACT

Second language learning may be improved by using ChatGPT, especially in writing

tasks. It depends on learners' perspectives whether technology is accepted in
education. Thus, research on ChatGPT's use and impact on EFL students is crucial,
particularly in Vietnam-based universities, where research on this topic is scarce. The
study aims to gain and raise students' awareness about ChatGPT utilization and its
impact on education by examining the practical applications of ChatGPT in English
essay writing. The research involved thirty HUFLIT EFL learners who utilized
ChatGPT in their writing assignments by collecting quantitative data from a
questionnaire. The results indicated that although EFL learners at HUFLIT express
enthusiasm for utilizing ChatGPT in writing assignments, it was crucial to carefully
navigate its effects on learning outcomes and ethical considerations to fully harness
its optimal and ethical use. Consequently, the author suggests that it will be necessary
to balance its strengths and weaknesses in language contexts.
Keywords: EFL learners, writing academic papers, ChatGPT, impacts, writing skills,
HUFLIT
LỜI NÓI ĐẦU

Việc học ngôn ngữ thứ hai có thể được cải thiện bằng cách sử dụng ChatGPT, đặc biệt là
trong các nhiệm vụ viết. Việc công nhận công nghệ trong giáo dục phụ thuộc vào quan
điểm của người học. Do đó, nghiên cứu về việc sử dụng và tác động của ChatGPT đối
với sinh viên tiếng Anh là rất quan trọng, đặc biệt là tại các trường đại học tại Việt Nam,
nơi nghiên cứu về chủ đề này còn hiếm hoi. Nghiên cứu nhằm mục đích nhận thức và
nâng cao ý thức của sinh viên về việc sử dụng ChatGPT và tác động của nó đối với giáo
dục bằng cách nghiên cứu các ứng dụng thực tiễn của ChatGPT trong việc viết bài luận
tiếng Anh. Nghiên cứu liên quan đến ba mươi sinh viên học tiếng Anh tại HUFLIT đã sử
dụng ChatGPT trong các bài tập viết bằng cách thu thập dữ liệu định lượng từ một cuộc
khảo sát. Kết quả chỉ ra rằng mặc dù những người học EFL tại HUFLIT bày tỏ sự hào
hứng với việc sử dụng ChatGPT trong các bài tập viết, nhưng điều quan trọng là phải
điều hướng cẩn thận những tác động của nó đến kết quả học tập và những cân nhắc về
mặt đạo đức để khai thác triệt để việc sử dụng nó một cách tối ưu và có đạo đức. Do đó,
tác giả khuyến nghị rằng cần phải cân bằng điểm mạnh và điểm yếu của ChatGPT trong
bối cảnh ngôn ngữ.

Từ khóa: Sinh viên học tiếng Anh, viết bài luận học thuật, ChatGPT, tác động, kĩ năng
viết, HUFLIT
CHAPTER ONE. INTRODUCTION

1.1 Background

Education has undergone significant transformations over the years, with

advancements in technology playing a pivotal role in reshaping teaching and learning
practices. In the realm of academic writing, the integration of artificial intelligence
(AI) tools has emerged as a promising avenue for enhancing students' writing skills
and academic performance. Senior English major students, in particular, face the
challenge of producing high-quality academic papers that meet the rigorous standards
of their discipline. As such, the evaluation of AI technologies like ChatGPT in
supporting these students in completing academic papers has become increasing in
educational settings.

In the context of English studies, where writing proficiency is a core competency, the
application of AI tools such as ChatGPT holds promise for assisting students in
refining their writing skills and producing well-crafted academic papers. As
highlighted by Davis (2020), the use of AI in education has revolutionized traditional
teaching methods by providing personalized learning experiences and immediate
feedback to students. This aligns with the shift towards individualized learning
approaches that cater to the diverse needs of students. Senior English major students,
in particular, face the challenge of meeting the rigorous writing standards of their
discipline.

Previous research by Lee and Kim (2019) explored the impact of AI-powered writing
assistants on student writing practices and found that students who utilized such tools
reported greater confidence in their writing abilities and demonstrated improvements
in grammar and syntax. Similarly, Brown et al. (2020) highlighted the role of AI in
providing targeted feedback and enhancing students' critical thinking skills in
academic writing tasks.

Despite the growing body of literature on AI technologies in education, there remains

a gap in research specifically focusing on the use of ChatGPT among senior English
major students at institutions. A similar situation hold true in the Vietnam context.
Therefore, the author conducted a study at Ho Chi Minh City University of Foreign
Languages and Information Technology(HUFLIT) - a famous university at Vietnam.
At HUFLIT, senior English major students represent a specific target group who can
benefit from the use of AI tools like ChatGPT to enhance their academic writing
abilities. By evaluating the effectiveness of ChatGPT in assisting these students in
completing academic papers, this study aims to contribute to the existing literature on
AI-enhanced learning environments and provide insights into the practical
implications of integrating AI technologies into English studies curricula.

1.2 Objectives

In light of the evolving role of artificial intelligence in education, there is a growing

need to investigate its impact on academic writing skills among senior English major
students. Understanding the unique challenges faced by students in completing
academic papers, especially in the context of language-intensive studies like English,
this research aims to explore the effectiveness of ChatGPT as a writing assistance tool.
By first analyzing the specific needs and experiences of senior English major students
at HUFLIT, this study seeks to assess how ChatGPT influences their writing process
and academic achievements. Through a thorough examination of students' perceptions
and the practical implications of integrating ChatGPT into their academic workflow,
this research aims to offer valuable insights into the potential benefits and challenges
of utilizing AI technology to enhance the writing proficiency of English major
students.

1.3 Scopes

The author carefully selected suitable participants for the research, aiming to
investigate the use and impact of ChatGPT on third-year English Language students at
HUFLIT. A study was conducted during the second semester of academic year 2023-
2024, from the third week to the eleventh week (January 12th to March 21, 2024).
Due to the limited research timeframe, the findings may not fully capture the long-
term effects of ChatGPT on English Language students. In addition, the research
participants were actually only thirty students enrolled in TA2126, a course in English
for Business in the Department of Foreign Languages at HUFLIT. They all possess a
high level of technological knowledge and have used ChatGPT to complete their
English writing assignments. As a result of the narrow scope, the generalizability of
the findings may be limited to only the specific group of third-year English Language
students at HUFLIT. Furthermore, applying these findings to other student
populations or educational contexts potentially limits the broader implications and
practicality of the study.

1.4 Organization
The research commences with an Introduction to underscore the importance of
investigating the utilization of ChatGPT among senior English major students at
HUFLIT in completing academic papers. Subsequently, a comprehensive literature
review will delve into crucial concepts concerning ChatGPT and its role in EFL
writing amidst the era of artificial intelligence, addressing the evolution of ChatGPT
as a writing aid, the associated challenges, and a review of prior research in the field.
The study's quantitative approach, participant selection, data collection methods, and
proposed data analysis techniques will be meticulously detailed in the research
methodology section. The writer further delves into presenting the study's results
derived from questionnaire data, accentuating the impact of ChatGPT on students'
academic writing. Once completed the mentioned phase, the author will conduct a
critical analysis of the presented findings, draw parallels with existing research with
an overall assessment of the implications of the study, and a discussion of its
limitations, and offer insightful recommendations for future exploration in the
concluding chapter.

Providing a thorough understanding of the concepts surrounding ChatGPT and its

implications for English as a foreign language writing, the comprehensive literature
review is based on the insights gained from the previous chapter. It provides a solid
foundation for the subsequent sections of the research.
CHAPTER TWO - LITERATURE REVIEW

The use of artificial intelligence (AI) technology, such as ChatGPT, has gained
significant attention in recent years. This literature review aims to critically analyze
the existing research on the use of ChatGPT and its challenges on EFL writing as
well as analyze different perspectives, identify strengths and weaknesses in research
methods and findings, and highlight any gaps in the existing research.

2.1 Definition of ChatGPT

The rapid advancement of technology and global interconnectivity have profoundly

impacted society, economics, and the environment, commonly referred to as
megatrends, which are anticipated to persist throughout the 21st century. OpenAI, an
artificial intelligence research facility, unveiled ChatGPT (Chat Generative Pretrained
Transformer) in November 2022, one of the most potent AI chatbots developed to date
(Susnjak, 2022). Utilizing deep learning techniques, ChatGPT comprehends and
generates natural human language with remarkable accuracy and usability (Haque et
al., 2022). Rudolph, Tan, & Tan (2023) assert that ChatGPT stands as the world's
most advanced chatbot, capable of swiftly creating impressive prose and eliciting both
anticipation and apprehension, particularly in higher education assessment. This latest
iteration of ChatGPT by OpenAI excels in text generation, particularly for longer
compositions and creative works, boasting a remarkable capacity for mimicking
human-like performance across various academic and professional tasks (Rasul et al.,
2023). In summary, ChatGPT by OpenAI represents a remarkable advancement in
machine learning, proficiently generating text for diverse applications.

2.2 EFL writing in the artificial intelligent era

AI has revolutionized the field of EFL writing by introducing groundbreaking

approaches and tools that significantly improve teaching and learning experiences. As
stated by Lee (2021), writing tools powered by AI, such as grammar and spell
checkers, automated essay scoring systems, and language enhancement software, offer
learners prompt feedback on their grammar, vocabulary, and writing style. AI tools
facilitate learners' identification and correction of errors by providing customized and
targeted assistance. Similarly, in English as a Foreign Language (EFL) writing, AI is a
means of providing students with an interactive and adaptable learning experience.
AI-powered virtual writing tutors and chatbots can engage learners in conversation,
provide writing prompts, and offer guidance on writing structure and organization
(Kobayashi & Rinnert, 2019). Through the utilization of artificial intelligence, EFL
learners can acquire advantages from interactive and immersive learning
environments tailored to their specific requirements and preferences. Grammarly,
Google Translate, Turnitin, ProWritingAid, Hemingway Editor, etc., are among the
most commonly used AI tools for writers. These tools provide various features such as
grammar and spelling checks, vocabulary improvement suggestions, translation
capabilities, plagiarism detection, and readability analysis. They are really valuable
resources for writers, helping them enhance their writing skills and produce high-
quality content. All things considered, the integration of AI tools in EFL writing has
revolutionized the learning process, enabling non-native English speakers to improve
their language proficiency, convey meaning, and overall writing skills.

2.3 The emergence of ChatGPT as a writing assistant

As its capability to understand context, respond contextually, and generate coherent

text, ChatGPT has been positioned as an effective tool in the field of language
processing. The most impressive feature of ChatGPT, however, is its use as a writing
assistant. In the creative writing domain, undergraduate EFL students can use
ChatGPT to generate original story ideas, develop plot outlines, describe characters
vividly, and overcome writer's block by receiving creative direction and writing
prompts. As stated in the research conducted by Taecharungroj, "ChatGPT can help
students generate new ideas for their writing assignments by suggesting topics,
themes, and perspectives that they might not have considered otherwise" (2023). This
AI tool can also help students improve their writing by providing feedback on
grammar, sentence structure, word choice, and how to best express their ideas.
ChatGPT is more likely to produce accurate and consistent content since it has access
to a considerable amount of data, which makes it easier to identify and eliminate
errors, according to a study by Stacey (2022). Furthermore, Li et al. showed that they
are capable of modeling relationships between words within a sentence, maintaining
context, and producing effective and relevant responses (2019). By leveraging these
features, ChatGPT can deliver plausible and seemingly more credible responses when
compared to other similar AI systems. Additionally, ChatGPT can aid students in
conducting contextual research, translating text, as well as summarizing and
paraphrasing written content. This feature mainly benefits non-native English
speakers and students seeking to improve their language proficiency in academic
settings. (Lametti, 2022; Lund & Wang, 2023). One another significant benefit is
providing real-time personalized feedback. The processing speed of ChatGPT can
vary depending on various factors such as the complexity and number of queries.
However, with the use of an advanced natural language processing model, ChatGPT
can understand complex inquiries and provide relevant answers in real time (Deng &
Lin, 2022). In a study to investigate the potential of ChatGPT for academic writing,
the response rate by ChatGPT was revealed to be very quick - less than 2 min to give a
300–500-word text output (Kumar, 2023). This can significantly simplify the process
of obtaining information, as users no longer have to manually search through multiple
sources and search engines. From a pedagogical perspective, this means that ChatGPT
can save accessing time for students and instead students can spend more time reading
and critically reflecting on the given document. Kasneci et al. (2023) highlighted
ChatGPT's usefulness in assisting university students with research and writing
assignments, as well as the development of their critical thinking and problem-solving
skills. According to the authors, utilizing a large language model may offer students
document summaries and outlines, which improves their grasp of technical jargon and
teaches them how to structure their thoughts for writing. Furthermore, Appropriate
academic language and style are essential in scholarly writing. ChatGPT's vast
knowledge of academic texts enables it to suggest phrasing and terminology
consistent with the conventions of academic discourse (Azaria, 2023). It can help
users improve the formality and clarity of their writing, ensuring the accurate
presentation of ideas. In an academic paper, citations and referencing are critical
components of academic integrity. ChatGPT can aid in this process by providing
guidance on proper citation formats and generating reference entries for various
citation styles (Jarrah, Wardat, & Fidalgo, 2023). This feature proves particularly
useful when writing academic papers that require meticulous adherence to citation
rules. Ultimately, for English as a Foreign Language (EFL) writers, ChatGPT can be a
valuable tool for improving their writing skills. It can assist in enhancing grammar and
vocabulary usage, providing real-time feedback on sentence structure and word
choice. By utilizing ChatGPT, EFL writers can refine their writing skills and gain
confidence in expressing their ideas effectively in English.

2.5. Challenges of ChatGPT

Despite its strengths, ChatGPT also has certain limitations and weaknesses. First of
all, ChatGPT does not fully comprehend the meaning of the words it processes. The
system recognizes patterns and generates plausible responses, but it does not correctly
comprehend the concept behind the words, as demonstrated by Bogost (2022). The
system is limited to short exchanges, and it cannot sustain conversations for an
extended period. Dimitrov's research (2023) indicated that one may receive responses
lacking in depth and off-topic, particularly when dealing with tasks that require
nuanced knowledge of a particular area. Due to the lack of Internet access, ChatGPT
is limited in its knowledge of world events after 2021 (Stokel-Walker & van Noorden,
2023). Occasionally, due to the dynamic nature of knowledge, outdated and inaccurate
responses may be provided as a result of this limitation. Even though ChatGPT can
facilitate the development of complex learning outcomes, it is less effective when
handling content that requires higher order thinking skills, such as critical and
analytical thinking (Rudolph et al., 2023). In part, this is due to the high reliance of AI
tools on data that has been trained without an in-depth understanding of context,
common sense, and emotions, which are crucial to higher-order thinking. Moreover, a
lack of understanding of the context and the true meaning of words could present
various risks, particularly within the educational environment. It may not be able to
understand each student's learning style and cultural context well enough to
recommend content that is either too difficult or too easy for students when using
ChatGPT for personalized learning. Furthermore, ChatGPT may not provide the
context and background knowledge to grade essays accurately, since it does not have
the context or background knowledge needed. Additionally, with the rise of ChatGPT,
many concerns have been raised regarding the security of online assessments and
cheating on online exams. A study by Susnjak revealed that ChatGPT generates
human-like text, which could be a potential threat to online exams, especially in
higher education (2022). Therefore, it is important to use ChatGPT with caution and
be aware of the potential risks associated with its use until sufficient security measures
are taken. Overall, ChatGPT always has its own benefits and drawbacks, which
require learners to be aware of the risks that may accompany it during their learning
process.

2.5 Previous research

Smith (2020) asserted that the use of ChatGPT has a positive impact on the academic
writing skills of English major students. The study employed a mixed-methods
approach, including surveys and interviews, to gather data. The findings suggested
that students who utilized ChatGPT showed improvement in their writing skills.
However, concerns were raised regarding the accuracy and reliability of the tool. The
study provided empirical evidence on the impact of ChatGPT on writing skills,
although the small sample size limits generalizability.

Similarly, Brown et al. (2018) investigated the effectiveness of ChatGPT as a tool for
enhancing academic writing. The researchers conducted interviews and analyzed
writing samples to evaluate students' experiences. The findings indicated that
ChatGPT improves students' ability to generate ideas and structure their papers
effectively. However, concerns were raised regarding overreliance on the tool and its
potential impact on critical thinking skills. As a limitation, the study provided valuable
insights into students' experiences with ChatGPT in academic writing but does not
address long-term impacts or ethical considerations.

On the other side, Lee and Kim's qualitative study explored the role of ChatGPT in
supporting English major students' academic writing (2019). The study provided rich
qualitative data on the role of ChatGPT in academic writing but lacks a quantitative
analysis. In-depth interviews and analysis of students' surveys were conducted by 70
learners. The findings suggested that ChatGPT serves as a valuable tool for improving
language proficiency, providing instant feedback, and enhancing students' writing
skills. However, concerns were expressed regarding the tool's inability to provide
context-specific guidance.

In conclusion, the reviewed literature suggests that ChatGPT can have positive
impacts on senior English major students' academic writing skills. Its versatility as a
writing assistant offers invaluable support in idea generation, drafting, language
enhancement, and citation assistance. ChatGPT, however, is a powerful tool, but there
are some limitations and challenges that users need to be aware of to ensure the
content generated is accurate and appropriate in the academic context and supports
learning.

The literature review highlights ChatGPT's potential benefits and challenges in

academic writing. The writer now shifts the focus to implementing these findings
within a structured research methodology in Chapter Three.

CHAPTER THREE - RESEARCH METHODOLOGY

As part of the study, the methodology section outlines the strategies and techniques to
be employed to investigate the research questions and objectives. This chapter will
provide a detailed explanation of the subjects of the experiment, relevant materials,
data collection methods, and data analysis techniques that will be utilized in the
study.

3.1 Subject of experiment

The subject of the study was one hundred students in the Department of Foreign
Language at Ho Chi Minh City of Foreign Languages and Information Technology
(HUFLIT) in the academic year 2023 - 2024. They were defined as third-year learners
in the English major at HUFLIT. There were 60 females and 40 males who took part
in the study in the third year. The ages of the participants ranged from 18 to 23. The
reason for choosing this group was that they had experience and understanding of the
situation related to the use of ChatGPT in order to complete academic assignments.
Consequently, they could provide learners with better perspectives, solutions, and
advice from their perspective in many aspects to raise awareness about the negative
effects of ChatGPT.

3.2 Materials

An invitation to participate in the study with a unique link to an online questionnaire

was sent to students who were enrolled in English majors. The questionnaire included
14 questions, of which 9 were multiple-choice questions, 4 were listed questions, and
the last one was a 5-point Likert scale question. Specifically, in the 9 multiple-choice
questions, the four first questions described the characteristics of the research subject.
However, the fifth, sixth, and seventh questions were used to ask about the ability to
write in English and the frequency of using help from technology applications. Lastly,
the ninth and tenth questions identified what type of technology students often use and
what their reasons were for using ChatGPT. It was only a 5-point Likert scale question
about how they view technology's importance in English writing. A total of five self-
answer questions were included, as were open-ended questions eleven and twelve
regarding the advantages and disadvantages of ChatGPT. The rest of this set were
closed-ended questions related to common difficulties encountered when using
ChatGPT and their recommendations for maximizing ChatGPT's benefits for better
writing in English. All subjects were assured that their anonymity and confidentiality
would be protected and that their participation was absolutely voluntary.

3.4. Procedures

A questionnaire prepared using Microsoft Form 2016 was sent to the participants.
Using this data collection method, the researcher was able to interact with students
online and had the ability to control the timing of the data collection. Having prepared
the questionnaire, the author posted a link to the Facebook student group of course
K27 in the English major of the foreign languages department in order to invite third-
year students to complete the questionnaire. Previously, the researcher asked
permission from the managers of this group to conduct the survey and got their
consent. At the beginning of the questionnaire, the researcher sent thanks, the purpose,
regulations as well as the accepted response time of the questionnaire. For each type
of question, the author provided instructions on how to answer right next to or below
them. These instructions were identified in italic text. Particularly, questions marked
with a red asterisk were extremely important questions that required participants to
answer. In addition, the author also attached some useful documents regarding
studying TOEIC to encourage learners to give their feedback. Responders obtained the
questionnaire anonymously by accessing the available link. It took participants
approximately 5 minutes to complete the form. It was possible to submit feedback on
the questionnaire for a period of two weeks from January 1 until 11:59 p.m. on
January 14 for the author to synthesize the survey results in preparation for the
analysis of the data collected.

3.5. Statistical treatment

To analyze, the researcher collected the data from the online questionnaire. Before
analysis, the dataset was checked for missing data and outliers. Then, the data was
analyzed using the statistical software Excel and displayed in different charts and
tables. These tools allow for efficient data manipulation, calculations, and
visualization, enabling the identification of patterns, trends, and correlations. Lastly,
the researcher then interpreted the results of the data analysis and interpreted them in
the context of the existing literature.

In conclusion, the research methodology chapter provides a roadmap for conducting

the study on evaluating the use of ChatGPT and its impacts on senior English major
students at HUFLIT in completing academic papers. By employing a qualitative
approach, the study aims to provide a comprehensive understanding of how ChatGPT
influences students' academic writing processes and outcomes. Through this, it
contributes to raising EFL learners' awareness of the potential impacts of this AI tool,
as well as ensuring their use of it more efficiently.

With the methodology chapter serving as a roadmap for conducting the study,
Chapter Four moves forward to unpack the findings derived from the questionnaire
responses of senior English major students.

CHAPTER FOUR – FINDINGS

Following an analysis of the methodology in the previous chapter, the author

presented results from a questionnaire in this chapter. The data analysis conducted
on the use of ChatGPT by senior English major students at HUFLIT has provided
valuable insight into the impact of this artificial intelligence tool on their academic
paper writing process. This chapter aims to elucidate the key patterns and trends
observed in the data, shedding light on the effectiveness of ChatGPT in enhancing
students' writing skills and academic performance within the context of completing
academic papers.

Based on the questionnaire results, the first four questions aimed to identify the
responder's demographic information related to gender, age range, and student's
classification as an English major. The results showed that among one hundred
students who completed the questionnaire, consisted of both males and females, with
males accounting for approximately 45% and females accounting for 55%. In general,
the age range of the participants ranged from 18 to 22 years of age, with an average
age of 20 years. Additionally, a total of 130 participants participated in the study, of
whom over 85% are seniors majoring in English. These demographic characteristics
demonstrated a diverse distribution in terms of gender and age within the research
sample, providing a basis for analyzing the questionnaire results and drawing
meaningful conclusions about the relationships between different factors.

In addition to providing their demographic information, the participants were also

asked to self-assess their writing abilities. The following section of the questionnaire
aimed to gauge the participants' confidence levels in various aspects of writing,
including grammar, vocabulary usage, and overall writing skills.

Paticipants' English Writing Ability Rati ng

Very poor 32.3

Poor 26.2

Mediocre 17.7

Good 13.8

Excellent 10.0

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

Figure 1: Paticipants' English Writing Ability Rating

Figure 1 displayed the outcome of the fifth question which asked participants to
evaluate their English writing skills on a scale from "Excellent" to "Very poor". From
the percentage breakdown above, it can be observed that a significant proportion of
participants rated their writing abilities as "Very poor" accounting 32.3%, followed by
"Poor" 26,2%. This indicates a clear trend where some participants lack confidence in
their English writing skills. Conversely, the percentage of participants rating
themselves as "Excellent" or "Good" is relatively low – below 15%, suggesting that
only a small percentage feel confident in their writing abilities. This analysis
highlights important insights into the participants' self-confidence and self-perception
of their English writing skills. Overall, these findings emphasize the importance of
addressing language proficiency and self-confidence issues among participants to
promote better writing skills and enhance overall communication effectiveness.

When students were asked whether they used technology to finish writing assignments
or not in the sixth question, approximately 93% answered "yes". According to these
results, technology has become an indispensable tool for students to complete writing
assignments and to achieve academic success. Additionally, a further explanation of
the author's use of ChatGPT in English writing can be found in the following chart
regarding the extent to which participants used technology for completing English
tasks.

Figure 2: Frequency of using ChatGPT

Figure 2 illustrated the results of the seventh question regarding the frequency of
students' usage of English writing resources when completing English writing
assignments. Analyzing the data, we can see that the majority of students (40%)
indicated that they always use applications when completing English writing tasks.
This suggests a significant reliance on applications for writing among the participants
in the survey. Furthermore, the data also shows that 25% of students use applications
sometimes, indicating a fluctuating usage pattern. In contrast, one standout figure that
may be intimidating for both groups is the fact that only 10% of students reported
almost always or often using applications for English writing tasks. This figure
suggests that a relatively small proportion of students rely heavily on applications for
their writing, which could be intimidating for those who heavily depend on these tools
as well as for those who prefer alternative methods or less frequent use of
applications. Meanwhile, 15% stated that they almost never used applications for
English writing tasks. Overall, the data emphasize a common trend of frequent
application usage among students to complete English writing assignments, with
varying levels of dependency among individuals. While a majority of students always
use applications, there is a notable percentage of students who only use them
sometimes or almost never. This demonstrates flexibility and differences in students'
approaches to writing tasks.

The Importance of Technology in English

Writing Skills
10%
5%

40%
20%

25%

5 4 3 2 1

Figure 3: Student's perspective in the Value of Technologies in English Writing

In question number eight, which was described in Figure 3, participants were asked to
rate the importance of these technology applications in assisting them in completing
academic writing tasks on a scale of 1 to 5 in accordance with decreasing levels. The
chart showed that 60% of participants found it very important, followed by 20% who
considered it important. In contrast, only 15% viewed the use of ChatGPT in
academic writing as excessive and unnecessary. The remaining 10% of participants
were not familiar with the ChatGPT application. This suggests that ChatGPT can be
an effective application for assisting students in completing academic writing tasks.
All in all, the majority of participants seemed to favor the use of ChatGPT technology
in academic writing. This suggests that the technology has the potential to help many
users save time and improve their productivity.
Continuing from the discussion on students' frequency and value of using English
writing resources, we shift our focus to the specific applications that survey
participants utilize to support their English writing tasks. The data reveals a diverse
landscape of application usage among students, reflecting varying preferences and
behaviors in leveraging digital tools for writing assistance.

Students' choice of AI-chatbots for

writing
11.7 5.0
37.5 ChatGPT
Grammarly
Google Translate
Oxford Dictionary
20.0
Other

25.8

Figure 4:Students' choice of AI-chatbots for writing

Based on the survey data from the ninth question described in Figure 4, it was evident
that ChatGPT is the most popular tool used by students, with a high percentage of
37.5%. Following closely behind was Grammarly at 25.8%, then Google Translate at
20%, and Oxford Dictionary at 11.7%. The significant popularity of ChatGPT
surpassed other tools, possibly due to its natural and flexible writing support
capabilities. Grammarly also shows a notable usage rate, indicating students' concern
for grammar checking and correction. Although Google Translate is not primarily
intended for English writing, it is still widely used for translation and vocabulary
checking. On the other hand, Oxford Dictionary and other tools had lower usage rates,
suggesting that students rely less on traditional dictionaries in their writing process.
Generally speaking, this reflects a trend towards utilizing more advanced technology
in completing English writing tasks among students today. Moreover, the popularity
of ChatGPT, along with the significant usage of Grammarly for grammar checking,
indicates an increasing reliance on advanced technology to enhance writing skills and
writing efficiency.

After analyzing the survey data, which revealed ChatGPT as the most commonly
utilized AI-chatbot among students, the writer proceeded to examine more carefully
the specific applications of ChatGPT for English writing as reported by the survey
respondents.

Students’ Purposes in Using ChatGPT for Writing

Others

Searching for information of

writing topics

Checking the correctness

Revising grammar

Language translation

0% 10% 20% 30% 40% 50% 60% 70% 80%

Figure 5:Students’ Purposes in Using ChatGPT for Writing

Before beginning the analysis of the data from the tenth question in the survey, it was
important to emphasize that the data may exceed 100% as this is a multiple-choice
question, so participants can select multiple purposes for using ChatGPT. The data
from this question, represented in Figure 4, shows that the purposes of using ChatGPT
by students in writing in English include: Language translation (73%), Grammar
revision (73%), Checking correctness (54%), Searching for information on writing
topics (37%), and other purposes (19%). However, the clear trend from the data was
that using ChatGPT for language translation and grammar revision both achieved the
highest percentage of 73%. This indicated the popularity and usefulness of ChatGPT
in supporting students in writing in English. Additionally, the statistic that 37% of
students used ChatGPT to search for information on writing topics is significant,
showing that the tool not only aids in writing but also expands access to information
and resources. Although the purposes of searching for information on writing topics
and other purposes have lower percentages, they still provide insights into the
diversity of using ChatGPT. While other purposes accounted for only 19%, they also
demonstrate the variety and adaptability of using ChatGPT, from seeking answers to
generating creative works. In conclusion, the survey results illustrate the flexibility
and diversity by highlighting important and remarkable figures in how ChatGPT is
utilized, as well as the prevalence and importance of using this technology to support
the writing and research activities of university students. In which, using ChatGPT for
language translation and revising grammar are the two main purposes favored by
students when writing in English. These statistics not only provide essential
information but also pave the way for research and technological advancements to
enhance the quality of writing and learning in modern education.

In addition to focusing on the purposes for which students use ChatGPT to improve
their English writing skills, the author continues his analysis of the specific
advantages offered by this technology.
 the advantages of using ChatGPT

Others( Language Translation and Editing, Increasing accessibility of information, Academic Language and Style Enhancement, Academic Language and Style Enhancement, Improving Writing Efficiency) 8%

Citation and Referencing Assistance 8%

Generating, Drafting and Outlining 32%

Summarizing and paraphrasin 50%

Identifying and correcting typo 62%

Providing personalized and real-time response 96%

Figure 6: The disadvantages of using ChatGPT in English writing

The feedback provided in response to the eleventh question regarding the benefits of
ChatGPT is illustrated in Figure 5. Due to the fact that participants can list more than
one advantage in the open-ended question, the percentage ratio may be higher than
usual. The analysis of the results regarding the benefits of using ChatGPT for
academic writing, based on participants' responses, reveals several key insights. The
most prominent benefit, highlighted by 96% of participants, was the provision of
personalized and real-time responses. This emphasizes a strong preference for
immediate and tailored feedback while utilizing ChatGPT for academic writing.
Following closely behind, 62% of respondents recognized the tool's effectiveness in
identifying and correcting typos, underscoring its role in enhancing the accuracy of
written work. Additionally, approximately half of the participants (50%)
acknowledged the value of ChatGPT in summarizing and paraphrasing content,
indicating its utility in aiding comprehension and improving the clarity of academic
writing. While still significant at 32%, the percentage for generating, drafting, and
outlining content suggests a moderate level of interest in the capabilities of ChatGPT.
In contrast, citation and referencing assistance received a lower percentage of 8%,
indicating a lesser focus on this particular aspect. Notably, the 8% rate representing
two distinct entities indicates a similar level of interest in the benefits of ChatGPT in
academic writing. Specifically, the combined 8% for other benefits, such as language
translation, editing, increasing accessibility of information, enhancing academic
language and style, and improving writing efficiency, highlights the diverse
functionalities of ChatGPT. In general, the overwhelming preference for personalized
feedback and the recognition of features such as typo correction, summarization, and
paraphrasing highlight the tool's value in improving the quality and efficiency of
written work. Additionally, the varied functionalities of ChatGPT, as evidenced by the
diverse benefits identified by participants, showcase its versatility and potential to
support a range of writing tasks.

The discussion of the benefits of utilizing ChatGPT for academic writing should be
followed by an analysis of its limitations. Potential challenges may impede its utility
in this specific context and should be discussed further in this section.

The disadvantages of using ChatGPT

Others 7.7%

Limited Creativity and Originality 19.2%

Lack of domain knowledge 37.7%

Privacy concerns(plagiarism) 52.3%

Accuracy and reliability 84.6%

Overreliance on AI 84.6%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0%

Figure 7: The disadvantages of using ChatGPT in English writing

Similarly to the previous question, Figure 7 illustrated the results from the twelfth
question associated with the drawbacks of ChatGPT, exceeding the normal rate due to
the possibility that students would provide more than one response. There were
several key concerns that emerged from the findings about the disadvantages of using
ChatGPT for academic writing. The majority of respondents, 84.6%, expressed
apprehension regarding the overreliance on artificial intelligence in writing tasks,
indicating that there could be a risk of relying on artificial intelligence for the task of
writing. Similarly, an equal percentage highlighted accuracy and reliability issues,
suggesting doubts about the quality of content generated by ChatGPT. Privacy
concerns, particularly regarding plagiarism, were noted by 52.3% of participants,
underscoring worries about originality and proper citation practices. Additionally,
37.7% of respondents identified the lack of domain-specific knowledge as a
drawback, potentially impacting the depth and accuracy of content in specialized
fields. Furthermore, 19.2% pointed out the limited creativity and originality associated
with using ChatGPT, indicating constraints in producing unique and innovative
content. Lastly, 7.7% cited other unspecified drawbacks, reflecting a variety of
concerns or limitations when employing ChatGPT for academic writing. These
findings highlight a nuanced perspective on the use of ChatGPT for academic writing,
revealing a mix of advantages and disadvantages. While the efficiency and idea
generation capabilities of ChatGPT were evident, concerns regarding overreliance on
AI, accuracy and reliability issues, privacy considerations related to plagiarism,
limitations in domain knowledge, constraints on creativity and originality, and other
unspecified drawbacks pose significant challenges. It is crucial for users to approach
ChatGPT with a critical eye, recognizing its limitations and potential pitfalls alongside
its benefits. Striking a balance between leveraging its strengths and mitigating its
weaknesses will be key to maximizing the utility of ChatGPT for academic writing
while upholding academic integrity and quality standards.

Observing the specific disadvantages identified in the previous items may facilitate a
smooth transition to analyzing survey results on the problems they encountered when
using ChatGPT.
Table 1: Problems students faced when using ChatGPT for English writing

Questionnaire Problem Percentages

Problems students Technical limitations (limited free 40%
faced when using prompting, incorrect, illogical, inconsistent)
ChatGPT for
English writing Misuse cases (plagiarism and misconduct, 34%
over reliance, improper content, false
dissemination)
Ethical concerns (privacy, fairness, 18%
transparency)
Others 8%

With the nature of the question being open-ended, only about 50% of the participants
responded, indicating that the collected data may not be fully representative. Through
Table 1, which presented the thirteenth question, we were able to identify the most
pressing issues that users faced when using ChatGPT. The survey results on the
challenges faced by users when using ChatGPT for writing tasks reveal a diverse
range of concerns. Based on the percentage of responses from participants, it was
evident that technical limitations constituted the largest proportion at 40%. This
category included restrictions on free prompting, inaccuracies, illogical outputs, and
inconsistencies in the content generated by ChatGPT. Following closely, misuse cases
accounted for 34% of the responses, encompassing issues such as plagiarism, over-
reliance, improper content, and the dissemination of false information when using
ChatGPT. The findings indicate that technical limitations and misuse cases are the
primary concerns when using ChatGPT, making up a significant majority of the
responses. Ethical concerns were highlighted by 18% of participants, focusing on
privacy rights, fairness, and transparency in the utilization of ChatGPT. Additionally,
8% of responses addressed other unspecified issues, indicating the multifaceted and
complex nature of concerns related to AI technology like ChatGPT in writing tasks.
The diverse range of issues highlighted by the survey data reflect the complex nature
of integrating AI technologies like ChatGPT into writing workflows. In conclusion,
the analysis reveals that while ChatGPT offers significant advantages for writing
tasks, users must navigate technical limitations, misuse cases, and ethical
considerations to harness its full potential responsibly. Addressing these challenges
effectively will be crucial to ensuring the ethical and effective utilization of AI tools in
writing contexts.

These concerns should be taken seriously and addressed through a comprehensive

ethical framework. It was important to develop a set of guidelines for the responsible
use of AI technology, and to ensure that ChatGPT was used responsibly.

Table 2: Students' advice or guidelines for users of ChatGPT in Academic Writing

Studen’s Proofreadin Understandin Secure Ethical Rise the

guidance g and g AI data consideration learning
or advices editing limitations handlin s in training awarenes
g data s

Percentage 6,3% 26,3% 18,5% 11,3% 37,5%

s

It was important to acknowledge that the insights might not fully represent the views
of all respondents because of the limited data from only three-quarters of the
participants. Although the data from the last question was limited, these insights
provided valuable guidance on promoting responsible usage of ChatGPT through
Table 2, covering aspects such as proofreading, understanding AI limitations, data
security, ethical considerations, and efforts to raise awareness. The emphasis on
proofreading and editing by 6.3% of respondents highlights the critical need to ensure
accuracy and quality in the content generated. Additionally, the substantial percentage
of 26.3% advocating for an understanding of AI limitations demonstrates users'
awareness of potential errors and constraints within AI technology like ChatGPT.
Furthermore, the attention given to secure data handling by 18.8% of responses
underscores the significance of protecting privacy and confidentiality while engaging
with ChatGPT. The ethical considerations raised by 11.3% of participants indicate a
growing awareness of the ethical implications associated with AI technologies,
emphasizing the importance of addressing biases and ethical concerns. Most notably,
the highest percentage of 37.5% recommending an increase in awareness and
understanding of AI technology signified a strong call for educating users on
responsible and effective ways to utilize ChatGPT. To sum up, the data showed
diversity in how users evaluate the responsible use of ChatGPT. Increasing awareness,
understanding AI limitations, data security, ethical considerations, and proofreading
and editing emphasize important aspects that users are concerned about. This indicates
a growing awareness of the importance of using artificial intelligence technology
responsibly and ethically. A significant number of users suggest enhancing knowledge
and understanding of AI aspects through education and awareness. This may help in
promoting intelligent usage and safeguarding user rights when interacting with
ChatGPT.

As students increasingly turn to ChatGPT for academic support, it is clear that AI

technology is reshaping the way they approach learning and assignments. Moving
forward, it is crucial to examine how this reliance on AI tools influences not only
academic performance but also the development of essential critical thinking skills.
With a solid foundation laid by the findings in Chapter 3, in the following discussion,
we will delve deeper into the usage of ChatGPT in educational settings.

Having established the transformative role of AI technology in academic settings

through the findings presented in chapter four, chapter five extends this discourse by
delving into a detailed discussion on the implications and challenges posed by the
integration of ChatGPT into educational practices.
CHAPTER FIVE – DISCUSSION

This chapter aims to fulfill several key objectives. It serves to outline the research
purpose, present the main findings, highlight results in relation to previous studies on
the topic, discuss implications, address limitations in the current study, and provide
recommendations to enhance the quality of future research on the same topic.

5.1 Purpose of the study

As technology continues to reshape the landscape of education, the main objective of

this research was to evaluate the effectiveness of using ChatGPT to assist students in
writing English essays. This study was carefully chosen to delve into the potential of
AI technology in enhancing students' writing quality and meeting the growing demand
for integrating technology into educational practices, especially ChatGPT. The
purpose of the study is to investigate the utilization of ChatGPT and its impacts on
senior English major students at HUFLIT in improving their academic paper writing
skills by exploring the benefits and challenges encountered and identifying potential
areas for improvement in the use of this technology.

5.2 Findings and explanation

The findings obtained from the detailed quantitative analysis of data collected from
the online questionnaire suggested some key points. The findings revealed that there is
a significant dependence on applications, but a notable percentage of students only use
them sometimes or almost never. This demonstrates flexibility and differences in
students' approaches to writing tasks. Students use ChatGPT to support their writing
and research activities, and the high percentage of students using ChatGPT for
language translation and grammar correction suggests a growing reliance on AI-
powered tools for language-related tasks. Participants appreciated ChatGPT for its
personalized and real-time responses, personalized language support, access to
information, enhancing academic language and style, and improving writing
efficiency. Fifty percent of the responders claimed that the overuse of ChatGPT to
generate responses to every question and the habit of copying its answers resulted in a
lack of critical thinking and rusty problem-solving skills. They also recognized the
tool's value in summarizing, paraphrasing content, aiding comprehension, and
enhancing clarity in content organization and presentation.

Although EFL learners at HUFLIT had a favorable attitude towards the use of
ChatGPT in writing classes, they raised their voices about some potential concerns
about the application. These included students' heavy reliance on ChatGPT due to
improper use, privacy issues, and restricted creativity and originality. The detailed
analysis of the challenges faced by users when using ChatGPT for writing tasks
highlights several key issues. These issues include technical limitations, misuse cases,
and concerns about the lack of human oversight. Misuse cases such as plagiarism,
over-reliance, improper content, and dissemination of false information were also
significant challenges. These technical limitations and misuse cases are critical areas
that need to be addressed when utilizing ChatGPT. Additionally, concerns about the
lack of human oversight, potential bias in the generated content, and the impact on
academic credibility and objectivity were raised. These concerns raise questions about
the role of AI in writing tasks such as whether ChatGPT should replace human writing
or serve as an assistant tool. In conclusion, while ChatGPT offers benefits for writing
tasks, navigating technical limitations, misuse cases, and ethical concerns is essential
for maximizing its potential in an effective and ethical manner. Addressing these
challenges will be key to the responsible integration of AI tools into writing processes.

5.3 Relate the Findings to similar studies

When comparing the findings of the detailed analysis study on ChatGPT usage with
the studies with the results of previous studies, some notable differences were found.

While Smith's study (2020) focused on improvements in writing skills among English
major students using ChatGPT, the present study explored various aspects of
ChatGPT usage in academic writing tasks such as a significant reliance on
applications among students, showcasing flexibility in writing approaches and the
diverse purposes of using ChatGPT.
In comparison, Brown et al. (2018) found that ChatGPT improved students' ability
only to generate ideas and structure papers effectively, although concerns were raised
about overreliance on the tool and its impact on critical thinking skills. Although the
study provided insights into students' experiences with ChatGPT, it did not delve into
long-term impacts or ethical considerations.

On the other hand, Lee and Kim's qualitative study (2019) explored ChatGPT's role in
supporting academic writing for English major students. It revealed that ChatGPT was
valuable for improving language proficiency, offering instant feedback, and enhancing
writing skills. However, the study solely mentioned concerns were raised about the
tool's limitations in providing context-specific guidance without mentioning other
concerns such as overreliance, privacy issues, etc to provide learners of a holistic
understanding when utilizing ChatGPT.

5.4 Implication
The research highlights the imperative of striking a judicious balance between the
advantages and drawbacks of integrating ChatGPT into academic writing practices.
While the tool offers benefits such as enhancing writing efficiency, providing
language support, and aiding in content organization, it also presents challenges
including potential over-reliance, concerns about content accuracy, and limitations in
fostering critical thinking skills. Therefore, striking a balance between leveraging the
advantages of ChatGPT for writing tasks and mitigating its drawbacks is essential for
promoting responsible AI integration in educational contexts. Besides emphasizing
learners' awareness of ChatGPT’s impacts, ethical considerations will contribute
positively to the effective and responsible use of ChatGPT. Collaborative efforts
among educators, students, and AI developers are crucial for maximizing the benefits
of ChatGPT while addressing its limitations to uphold academic quality and integrity
in modern education practices.

5.5 Limitation
The present study has some remaining limitations. Firstly, the research sample
consisted of 30 third-year English as a Foreign Language (EFL) students in class
TA2126 at HUFLIT, who applied ChatGPT to complete their writing tasks.
Additionally, this limited sample group may not capture the full range of perspectives,
experiences, and writing abilities that could influence the outcomes of using ChatGPT
in academic writing. Therefore, it could impact the validity and reliability of the
research results, as they may not be applicable or transferable to a wider range of
students or educational settings. Furthermore, some individuals in the survey may
have been influenced by personal emotions, potentially leading to survey results that
are not entirely accurate and reliable. Secondly, due to unavoidable reasons, the
current study was only completed over a relatively short period - 11 weeks, from
January 12th to March 21, 2024. With limited research time, conducting a
comprehensive and in-depth study is a significant challenge. Lastly, the quantitative
nature of this survey questionnaire also limits the research method. Using only one
research method like this may make it difficult to comprehensively address various
aspects of the issue at hand.

5.6 Recommendation

From understanding these limitations, the author recommends that to enhance the
quality of future research, studies on the same topic should expand the scope of
research to include a more diverse group of third year EFL students from various
classes. This would improve the generalizability of the results and gather a wider
range of perspectives and experiences related to the use of ChatGPT in academic
writing. Furthermore, extending the research duration to comprehensively explore the
impact of using ChatGPT in academic writing over a longer period would provide a
more thorough analysis of its effectiveness and challenges. This allows for a more
comprehensive analysis of the long-term effectiveness and challenges of using
ChatGPT in academic writing, providing deeper insights into students' evolving
experiences and the tool's impact over time. Lastly, consider using mixed-methods
research approaches by combining quantitative data such as survey questionnaires
with qualitative methods like interviews, observations, or focus groups to ensure more
accurate and reliable results and provide a comprehensive understanding of the
various aspects and implications of integrating ChatGPT into academic writing tasks,
thereby creating a more comprehensive and insightful analysis of the research topic.

Overall, the current study on ChatGPT usage provides a more comprehensive

overview of the tool's impact on writing tasks, emphasizing the need to address
technical limitations, misuse cases, and ethical concerns for responsible integration of
AI tools in writing processes for EFL leaners at HUFLIT. While ChatGPT offers
advantages, there are notable disadvantages. It is essential for users to approach
ChatGPT critically, acknowledging its limitations and potential risks while
maximizing its benefits. Achieving a balance between leveraging its strengths and
mitigating its weaknesses will be key to optimizing the utility of ChatGPT for
academic writing while maintaining integrity and academic quality.

REFERENCES
References List:

Azaria, A. (2023). ChatGPT's vast knowledge of academic texts: Enhancing phrasing

and terminology in academic discourse. Journal of Language and Technology.

Bogost, I. (2022). ChatGPT is dumber than you think.

<https://www.theatlantic.com/technology/archive/2022/12/chatgpt-openai-artificial-
intelligence-writing-ethics/672386/>

Brown, C., & Jones, R. (2018). Enhancing academic writing skills through the use of
AI writing tools. Journal of Writing Research.

Davis, J. (2020). The role of artificial intelligence in transforming education. Journal

of Educational Technology.

Deng, J., & Lin, Y. (2022). The benefits and challenges of ChatGPT: An overview.
Frontiers in Computing and Intelligent Systems.
<Retrieved from: https://doi.org/10.54097/fcis.v2i2.4465>

Dimitrov, M. (2023). What business leaders should know about using LLMS like
ChatGPT.
<https://www.forbes.com/sites/forbesbusinesscouncil/2023/02/07/what-business-
leaders-should-know-about-using-llms-like-chatgpt/>

Haque, M. U., Dharmadasa, I., Sworna, Z. T., Rajapakse, R. N., & Ahmad, H. (2022).
“I think this is the most disruptive technology”: Exploring sentiments of ChatGPT
early adopters using Twitter data.
<Retrieved from: https://doi.org/10.48550/arXiv.2303.03836>

Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing
is (not) a form of plagiarism: What does the literature say. Online J. Commun. Media
Technol.

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F.,
Gasser, U., Groh, G., Günnemann, S., & Hüllermeier, E. (2023). ChatGPT for good?
On opportunities and challenges of large language models for education.
<Retrieved from https://doi.org/10.35542/osf.io/5er8f>

Kobayashi, M., & Rinnert, C. (2019). Evaluating the effectiveness of an artificial

intelligent writing tutor. CALICO Journal.

Kumar, A. (2023). Analysis of ChatGPT tool to assess the potential of its utility for
academic writing in biomedical domain. Biology, Engineering, Medicine, and Science
Reports.
<Retrieved from https://doi.org/10.5530/bems.9.1.5>

Lametti, D. (2022). AI could be great for college essays. slate.com.

<https://slate.com/technology/2022/12/chatgpt-college-essay-plagiarism.html>

Lee, L. (2021). Artificial intelligence in second language writing: Current trends and
future directions. Language Learning & Technology.
<Retrieved from: https://doi.org/10.1016/j.jslw.2020.100755>

Lee, S., & Kim, H. (2019). Exploring the use of AI chatbots in language learning: A
systematic review. Computer-Assisted Language Learning.

Li, Z., Niu, C., Meng, F., Feng, Y., Li, Q., & Zhou, J. (2019). Incremental
transformer with deliberation decoder for document grounded conversations. preprint
arXiv.
<Retrieved from: https://arxiv.org/pdf/1907.08854.pdf>

Lund, B. D., Wang, Z. (2023). ChatGPT and a new academic reality: Artificial
Intelligence‐written research papers and the ethics of the large language models in
scholarly publishing. Journal of the Association for Information Science and
Technology.
<Retrieved from: https://doi.org/10.1002/asi.24750>

Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J.,
Sun, M., Day, I., Rather, R. A., & Heathcote, L. (2023). The role of ChatGPT in
higher education: Benefits, challenges, and future research directions. Journal of
Applied Learning and Teaching, 6.
<Retrieved from: https://doi.org/10.37074/jalt.2023.6.1.29>

Rudolph, J., Tan, S., & Tan, S. (2023) ChatGPT: Bullshit spewer or the end of
traditional assessments in higher education?. Journal of Applied Learning and
Teaching.

Smith, J., (2020). The impact of AI-powered writing assistants on student writing
performance. Journal of Educational Technology.

Stacey, S. (2022). Cheating on your college essay with ChatGPT. Business Insider.
<https://www.businessinsider.com/professors-say-chatgpt-wont-kill-college-essays-
make-education-fairer-2022-12

Stokel-Walker, C., & van Noorden, R. (2023). What ChatGPT and generative AI
mean for science.
<https://www.nature.com/articles/d41586-023-00340-6 >

Susnjak, T. (2022). ChatGPT: The end of online exam integrity?

<Retrieved from: https://doi.org/10.48550/arXiv.2212.09292>

Taecharungroj, V. (2023). What can ChatGPT do? Analyzing early reactions to the
innovative AI chatbot on Twitter. Big Data and Cognitive Computing, 7(1), 35.
<Retrieved from: https://doi.org/10.3390/bdcc7010035>
APPENDIX A – TEACHER’S QUESTIONNAIRE
APPENDIX B – STUDENTS’ QUESTIONNAIRE
QUESTIONNAIRE:

Thanks for your precious time. This questionnaire aims to gather information on the
capabilities of ChatGPT as a virtual writing assistant as well as find out the causes and
its effects on English language learners primarily third-year students at HUFLIT
during the 2023 - 2024 academic year.

1. What is your gender?

¨ Female
¨ Male

2. How old are you?

¨ <18
¨ 18-21
¨ 21-25
¨ >25

3. Where are you studying?

¨ HUFLIT
¨ Other

4. Which year are you in?

¨ Freshmen
¨ Sophomore
¨ Junior
¨ Senior
If you are a third-year student, please continue to answer following questions:

5. How would you rate your English writing ability?

¨ Excellent (Able to use vocabulary and grammar appropriately, make no

writing errors)
¨ Good (Able to use vocabulary and grammar appropriately, make few writing
errors)
¨ Mediocre (Use vocabulary and grammar inappropriately sometimes, make
some writing errors)
¨ Poor (Always use vocabulary and grammar inappropriately, make several
writing errors)
¨ Very poor (Unable to use proper vocabulary and grammar, make a lot of
writing errors)

6. When doing an English writing task or assignment, do you use technologies to help
you with writing assignments?

¨ Yes
¨ No

7. How often do you use technologies to help you with English writing?

¨ Always (100%)
¨ Almost always (80%)
¨ Often (60%)
¨ Sometimes (40%)
¨ Almost never (20% or lower)
8. How much value do these technologies bring to your English writing?
On a scale of 1-5, with 1 being very low and 5 being very high
1 2 3 4 5

Please select your answer

9. Which of the following do you use to support your English writing?

Please tick all that apply.
¨ ChatGPT
¨ Google Translate
¨ Oxford Dictionary
¨ Grammarly
¨ Search engines (e.g. Google, Yahoo)
¨ Other

10. For what purposes do you use ChatGPT to support your English writing?
Tick all that apply.

¨ Language translation
¨ Revising grammar
¨ Checking the correctness of sentences that you have written
¨ Searching for information of writing topics
¨ Revising sentences that you have written
¨ Others

11. What are the advantages of using ChatGPT when writing in English?
_________________________________________________________

12. What are the disadvantages of using ChatGPT when writing in English?
__________________________________________________________

13. Have you ever encountered problems when using ChatGPT for English writing?
(For example, it gives incorrect translation of long sentences.) If yes, please specify.
________________________________________________________________

14. Would you like to leave any advice or guidelines for users of ChatGPT in
Academic Writing? If you answered yes, please specify your advice or guidelines.
_______________________________________________________________

This is the end of the questionnaire.

Thank you for your cooperation.

Canh lề

- Layout => Size: chọn A4

- Margin: mặc định: Normal 4 cạnh đều là 1 inch hoặc 2,54 cm (Tiệm photo sẽ
chừa thêm chỗ để đóng)
- Font chữ: Time New Roman, Arial hoặc Calibri
- Font size: 13
- Line Space (cách dòng): 1.5