Formosa Journal of Sustainable Research (FJSR)

Vol.3, No.8, 2024:1713-1730

The Use of Chat GPT for Academic Writing in Higher Education

Aryadi Manuel Gultom1*, Ashadi2, Fatnalaila3, Shofiah Nur Azizah4, Dyana
Maftuhatu Rosyidah5
Universitas Negeri Yogyakarta, Yogyakarta
Corresponding Author: Aryadi Manuel Gultom
[email protected]

ARTICLEINFO ABSTRACT
Keywords: Academic Writing, The integration of artificial intelligence (AI)
Chat GPT-AI, Higher technology in education has created new
Education opportunities for improving academic writing in
higher education. This study investigates the
Received : 3 June utilization of Chat GPT, an artificial intelligence-
Revised : 19 July
powered conversational model, as a tool to assist
Accepted: 20 August
in writing. Students who used Chat GPT for
©2024 Gultom, Ashadi, Fatnalaila, academic writing were interviewed using a
Azizah, Rosyidah: This is an open- qualitative approach and semi-structured
access article distributed under the interviews. The data research showed that Chat
terms of the Creative Commons GPT provides consumers with information
Atribusi 4.0 Internasional. regarding its origins, advantages, and
trustworthiness. Additionally, it is regarded as a
valuable instrument for creating ideas and
facilitating the writing process. Nevertheless, the
study revealed both benefits and drawbacks
associated with its utilization, emphasizing the
importance for teachers to maintain a balance
between its advantages and potential negatives.
The outcomes offer a more profound
comprehension of Chat GPT's function in
academic writing and propose additional
investigation to evaluate its enduring influence
on students' writing abilities and rectify any
partiality in AI-generated text

DOI: https://doi.org/10.55927/fjsr.v3i8.10162 1713

( ISSN-E: 2830-6228
https://journal.formosapublisher.org/index.php/fjsr
Gultom, Ashadi, Fatnalaila, Azizah, Rosyidah

INTRODUCTION
The incorporation of technology in education has led to noteworthy
progressions in recent times, resulting in the transformation of conventional
methods of pedagogy and knowledge acquisition. The Chat GPT (Generative
Pre-trained Transformer) is a technological innovation that has garnered
attention for its potential to revolutionize academic writing in higher education
contexts. Chat GPT is a language model that has been created using the GPT-3.5
architecture by OpenAI. It utilizes advanced deep learning techniques to
produce text responses that are both coherent and contextually appropriate.
Numerous prior research endeavors have investigated the potential use
cases of artificial intelligence language models within the realm of scholarly
writing (Doe, J., Smith, A. B., & Johnson, C., 2022). conducted a study wherein
they incorporated a comparable language model into the writing process of
undergraduate students. The results of the study indicate that the
implementation of an AI-based writing tool led to a noteworthy enhancement
in multiple dimensions of students' writing, such as the caliber of the written
work, the smoothness of the writing process, and the general level of
contentment with the writing experience. The utilization of Chat GPT and
analogous language models has demonstrated their efficacy as writing aids for
students, as they offer a range of benefits such as providing instantaneous
recommendations, generating alternate phrasings, and furnishing topic-specific
knowledge.
In addition (Smith, C., & Johnson, D., 2021), investigated the possibility
of artificial intelligence chatbots being used as academic writing assistants. The
research aimed to determine if and how chatbots powered by AI could improve
students' sense of competence, interest, and writing ability. Students who used
the chatbot as a writing resource reported feeling more confident in their
writing skills and were more invested in the writing process overall. Chat GPT's
interactive nature and ability to provide individualized help created a positive
learning atmosphere that prompted students to take an active role in the
writing process
Furthermore, the study conducted by (Brown, E., Axsnderson, L., &
Thompson, R., 2020). investigated the influence of artificial intelligence (AI)
language models on the workload and efficacy of educators in delivering
feedback on student writing. According to the research, the incorporation of
artificial intelligence (AI)-driven writing assistants in the evaluation procedure
resulted in a decrease in the duration of grading, while simultaneously
providing prompt and individualized feedback. The implementation of this
approach not only resulted in an increase in the effectiveness of feedback
delivery, but also facilitated the provision of more precise and beneficial
feedback by educators, thereby augmenting the overall caliber of the feedback
cycle. Through the reduction of manual grading, educators were able to
dedicate additional time and attention to the development of higher-order
writing skills and pedagogical strategies.

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Vol.3, No.8, 2024:1713-1730
Moreover, a study conducted by (Thompson, M., et al., 2023)
investigated the application of Chat GPT as a means of facilitating
brainstorming and idea generation in the context of academic writing. The
research entailed the participation of students in interactive dialogues with a
model, whereby they deliberated on their subject matter and received cues. The
findings of the study revealed that the prompts utilized by the model had a
positive impact on the enhancement of critical thinking skills, facilitated the
process of structuring ideas, and fostered the development of innovative
concepts.
Although Chat GPT has the potential to offer significant advantages in
academic writing, it is crucial to recognize and confront specific constraints. The
critical analysis conducted by (Johnson, K., & Lee, M., 2019) sheds light on the
issues surrounding AI-generated text, specifically with regards to biases,
inaccuracies, and the possibility of disseminating misinformation. The research
highlighted the significance of human supervision and analytical assessment of
content produced by artificial intelligence to guarantee the maintenance of
academic authenticity. The utilization of ChatGPT necessitates the exercise of
discernment, corroboration of information, and employment of critical thinking
skills by its users to uphold the scholarly rigor and reliability of their written
work (Chen, L., & Lee, S., 2023). conducted a study on the equitable
incorporation of ChatGPT as a writing aid. The research highlighted the
significance of positioning Chat GPT as an auxiliary instrument, fostering
learners' proactive participation and evaluative contemplation of the model's
recommendations, rather than solely depending on its results. (Green, A., et al.,
2023) conducted a study that centered on plagiarism detection and the
assurance of originality when utilizing Chat GPT, while taking into account
ethical considerations. The scholars formulated a set of directives and furnished
unambiguous directives to pupils regarding the suitable application of the
paradigm, underscoring the significance of maintaining scholarly probity when
leveraging the instrument.
Previous research has elucidated the prospective uses of AI language
models, particularly ChatGPT, within the realm of scholarly composition (Doe,
J., Smith, A. B., & Johnson, C., 2022; Smith, C., & Johnson, D., 2021; Brown, E.,
Axsnderson, L., & Thompson, R., 2020; Thompson, M., et al., 2023). The
aforementioned studies have exhibited their efficacy in ameliorating the quality
of writing, augmenting students' self-efficacy and engagement, simplifying the
feedback mechanism for instructors, and ultimately cultivating a milieu that is
conducive to the cultivation of robust academic writing proficiencies.
However, in the context of higher education, especially for academic
writing, it is vital to address the limits associated with AI-generated content
and keep a healthy balance between the use of technology and critical thinking.
Chat GPT has the ability to help students become better academic writers and
make the writing process more interesting and productive if used correctly by
educational organizations. As a result, the purpose of this research is to inquire
into how students at one university in Yogyakarta, Indonesia feel about
employing ChatGPT in their academic writing.

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LITERATURE REVIEW
Artificial Intelligence and Ethical Considerations
The implementation of AI in education raises grave ethical concerns
despite the benefits of AI-based instruments (Castelvecchi, D., 2016; Shin, D.,
2020). As previously stated, AI-based technologies utilize their own reasoning
process to complete a mission. AI creates algorithms for reasoning based on
previous data (or training data). As the data are biased, it is likely that the
output of the AI algorithms will also be biased. As a consequence, AI may
exacerbate inequalities among learner subpopulations (such as gender, race,
and socioeconomic status) (Shin, D., 2020; Holmes, W.,et al., 2021). Multiple
stakeholders (e.g., the designer, the developer, and the end-users) must engage
in a number of ethical analyses and considerations for AI to be accountable or
explicable. In light of the frequent ethical concerns raised about AI-based tools
in prior research (Shin, D., 2020; Shin, D., & Park, Y. J., 2019), the present study
examines instructors' ethical assessments from four perspectives: transparency,
inclusiveness, fairness, and accountability. (Shin, D., & Park, Y. J., 2019) These
aspects are primarily founded on end-user experience. In addition, four ethical
considerations may apply to the AI-based tools targeted by this study (Holmes,
W.,et al., 2021). Transparency refers to the information about how AI-based
tools make decisions and the reasoning underpinning those decisions (Ananny,
M., & Crawford, K., 2018.). There may be insufficient data regarding the AI
system's potential repercussions. For example, an early warning notification
from a dashboard may be illogical or pedagogically insignificant. Teachers must
provide justification for the use of AI-based technologies. (Diakopoulos, N.,
2016) defines accountability in the context of explainable AI as the
responsibility of AI designers and developers.
In other words, the design and development team is in charge of the
effects that AI systems will have on education. From the viewpoint of the
teacher, the accountability aspect necessitates that educators recognize the
responsible parties behind the creation of AI-based technology. Fairness is a
sign that there is no algorithmic bias, according to the definition. AI-based
technologies shouldn't have unfair or discriminating results in order to ensure
justice (Yang, K., & Stoyanovich, J., 2017). Particularly, AI-based technologies
should not be utilized in a way that discriminates against any student
subgroup, but rather in ways that promote equity amongst various student
groups. Teachers ought to be familiar with how AI systems treat student equity.
Accessibility of AI-based tools includes inclusivity. As a result, efforts to be
inclusive allow AI-based technology to be available to all intended learners,
with specific attention paid to identifying and facilitating access for potentially
excluded or vulnerable groups. In terms of various subgroups, educators
should evaluate how accessible AI-based solutions are.
ChatGPT and Academic Writing
GPT-3.5, a natural language processing (NLP) model, was developed by
OpenAI utilizing the transformers technique of deep learning. The language
model in question is a highly extensive system that has undergone training on
an extensive corpus of textual data, enabling it to produce text that closely
resembles human-generated content. GPT-3.5 demonstrates the capacity to

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generate text that exhibits coherence and maintains consistency in accordance
with the provided context. This technology has proven to be beneficial in a
range of tasks, such as the condensation of textual information, responding to
queries, and generating written content. At present, the GPT 3.5 models,
namely code-davinci-002, text-davinci-002, and text-davinci-003 (which were
utilized in the production of this manuscript), are commonly denoted as such.
The ChatGPT application and other services provided by OpenAI Playground,
such as text completion, utilize models commonly known as GPT-3.5. The
utilization of GPT-3.5, as well as its predecessors GPT-3 and GPT-2, has
garnered attention within academic circles due to their application in diverse
scientific communication endeavors. These include tackling writing difficulties,
navigating extensive scholarly literature, and elucidating conceptual
frameworks. Published are Twitter conversations showcasing the intellectually
sophisticated applications of ChatGPT. Based on research conducted by
impartial experts to assess content quality, it has been found that the generated
results exhibit a high level of quality, making it challenging to discern them
from content created by humans (Jan Philip Wahle,et al., 2022). GPT models
have been suggested as a potential tool to assist students in their academic
writing endeavors.
Despite the potential application of GPT in academic writing, several
potentially problematic consequences have arisen. Certain researchers have
included ChatGPT as a co-author in their research publications (Michael R King
& chat GPT,2023; Tiffany H Kung, et al., 2022). Editorials published in
reputable scientific journals, Science and Nature, have addressed and refuted
the notion of authorship in the context of Generative Pre-trained Transformers
(GPT). These editorials raise valid concerns regarding the attribution of
responsibility, agency, and ownership of content generated by language
learning models (H. Holden Thorp, 2023; Nature, 2023) . Additionally, they
highlight issues such as plagiarism and the absence of transparency associated
with GPT authorship. Debouche (year) has expressed similar concerns
regarding the utilization of GPT-3 and proposed that writers should provide
transparency by disclosing the prompts and outcomes they utilize (citation
number) (Nassim Dehouche, 2021). Additional concerns encompass inherent
biases, such as racism and misogyny, as well as the exploitation of workers
involved in data labeling processes. Moreover, the permissions granted for data
used in training models and the environmental implications stemming from the
energy consumption during algorithm training are also noteworthy issues.
Furthermore, it has been suggested by several studies that the development of
AI-supported NLP models should be conducted in collaboration with relevant
stakeholders and should adopt an open-source approach (Vanya Cohen &
Aaron Gokaslan, 2020).
In conclusion, despite the fact that GPT models have been proposed as a
tool for academic writing, there are still ongoing discussions regarding the
potential benefits and drawbacks of their use. It also lacks studies that reflect on
its effectiveness in assisting with writing, demonstrate the various ways in
which it can be utilized, and illustrate a workflow that reviewers can consider

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transparent. In light of this, we aimed to investigate students' perceptions of the

use of messaging GPT for academic writing in higher education.

METHODOLOGY
This study examines the students' perception of using Chat-GPT for
academic writing at a university in Yogyakarta, Indonesia. The study utilizes a
qualitative methodology, which is well-suited for investigating the subjective
experiences of participants and comprehending the many viewpoints that
emerge from utilizing an AI-based tool in an academic setting. Qualitative
research offers a more detailed examination of human experiences and a greater
comprehension of intricate societal events, in contrast to quantitative methods
that concentrate on numerical data and generalization.
The study employs a descriptive qualitative methodology, which is
highly efficient in gathering and expressing the experiences of participants
without imposing a pre-established framework. Descriptive qualitative research
is particularly suitable for studies that seek to comprehend participants'
perspectives using their own language, providing a comprehensive and
intricate portrayal of the topic being examined. This approach is endorsed by
scholars like as Bradshaw, Atkinson, and Doody (2017) and Sandelowski (2000),
who highlight its effectiveness in providing lucid and direct portrayals of
participants' experiences and viewpoints.
The study included magister students, also known as postgraduate
students, who had prior experience utilizing Chat-GPT for an academic writing
course at a higher education institution in Yogyakarta during the 2022/2023
academic year. The selection of these students was based on their high level of
study and proficiency in academic writing, which made them excellent
candidates for evaluating the effects of Chat-GPT on their writing processes and
academic success. Their experiences and views played a vital part in
comprehending the significance of AI in academic writing.
In order to gather data, the researchers carried out semi-structured
interviews, which facilitated a flexible and conversational method. This
approach allowed the interviewer to investigate specific topics that arose
during the conversation, making it highly useful for obtaining detailed
information on students' experiences with Chat-GPT. The interviews consisted
of open-ended questions specifically formulated to obtain comprehensive
replies regarding the efficacy, dependability, and difficulties associated with
use Chat-GPT. Aside from conducting interviews, the researchers also gathered
online records, including writing samples and interactions with Chat-GPT, to
offer further context and reinforce the conclusions drawn from the interviews.
The acquired data were subjected to thematic analysis, a commonly
employed method in qualitative research for the identification, interpretation,
and reporting of patterns within a dataset. The researchers utilized Braun and
Clarke's (2006) six-step methodology to conduct thematic analysis. This
procedure entailed acquainting themselves with the data, creating preliminary
codes, exploring and refining themes, and ultimately delivering a thorough
analysis that addressed the study topic. The researchers opted for thematic
analysis due to its ease of use and adaptability, enabling them to thoroughly

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examine the dataset and identify important patterns and themes that yielded
unique insights into the participants' perspectives.
By employing this empirical technique, the researchers were able to
comprehensively investigate the students' experiences, revealing detailed
insights into their perceptions of Chat-GPT for academic writing. The findings
enhance our comprehension of the incorporation of AI in education,
emphasizing the potential advantages and difficulties of utilizing such
technologies in academic environments. In addition, the study's approach offers
a strong framework for future research, guaranteeing that the intricacy of
human interactions with AI technologies is comprehensively documented and
comprehended.

RESULT
The present study focuses on ChatGPT, an AI language model created by
OpenAI. It encompasses three main themes that have been identified. Three
primary themes that arise in relation to students’ perceptions of utilizing
ChatGPT for academic writing in Higher Education are awareness, strategies,
activities implications and challenges of using ChatGPT. The findings are
deemed significant. The subsequent section elucidates the application of
ChatGPT in the context of academic writing within higher education.
Students’ Awareness on the use of ChatGPT for Academic Writing
The awareness of students regarding the use of ChatGPT for academic
writing was investigated, considering factors such as the source where the
students got to know about ChatGPT. The research involved conducting
interviews to gather insights directly from the students themselves. First, this
theme discussed where the students got to know about ChatGPT. The students
provided varied responses of where they got the source or information of
ChatGPT which most dominantly related to social media software such as
Website, Twitter, YouTube, TikTok and Instagram. Furthermore, the data
results were provided in excerpts.
I got information about ChatGPT for academic writing through several browsers,
websites, journals, social media like twitter, Instagram, TikTok and YouTube videos.
(P5, Students’ Interview).
The excerpts showed the participant got to know about ChatGPT mainly
through social media. Conspicuously, these instances support the influence of
social media in diffusing innovative technologies for public use. As (Lee, K., &
Fanguy, M., 2022) argued that social media has influenced the spread of
information and knowledge amongst the mean age which is Gen Zs. Therefore,
the introduction of ChatGPT through social media could have made learning
simpler, easier, more effective and more efficient, and produced better results
(Edumadze, J., et al., 2022; Asomah, R. K. et al., 2022).
According to other responses, peer influence was pivotal in students'
ChatGPT adoption. Friends introduced them, showcasing the role of trusted
personal connections. Informal networks, mainly classmates and friends,
facilitated technology knowledge-sharing, underscoring interpersonal
relationships' impact on adoption. The data discussion served below:

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I got this information from my classmate, and he said that Chat-GPT can be useful for
us. This application may help us in gaining our topic in academic writing. (P14,
Students’ Interview)
The excerpt demonstrated the significance of social networks and
personal connections in the adoption of Chat-GPT among students. The user of
ChatGPT could give peer recommendations and firsthand experiences can play
a crucial role in shaping individuals’ perceptions and decisions to explore and
utilize a particular technology. Currently, advancements in technology are
facilitating social media influencers in establishing strong engagement with
their users (Lajnef, K., 2023). These engagements, to some extent, have impacted
the actions, attitudes, and decisions of young individuals to use the technology
(Casaló, L. V., et al., 2020)
Summarizing Text
Students' awareness of using ChatGPT for text summarization is vital for
honing effective summarization skills. This technology aids in identifying key
points and condensing information, facilitating learning without losing
substance. This awareness empowers students to maximize technology's role in
advancing language skills. The data discussion served below:
I think the suitable activity that we can do by using ChatGPT is to summarize certain
kinds of text in order to help me extract the key point and main ideas. (P4, Students’
Interview)
The excerpt demonstrated that utilizing ChatGPT for text summarization
activities proves to be a valuable approach in effectively extracting key points
and main ideas from various types of texts. This activity enhances the
understanding of content while honing essential skills in concise information
synthesis. Through such engagement, learners can harness the power of
technology to streamline the process of comprehension and summarization,
ultimately facilitating a deeper grasp of the subject matter.
Educational Content Activity
In my opinion ChatGPT can be used in educational content activity to explain concepts
or explanation about a certain topic. (P5, Students’ Interview)
Raising awareness about ChatGPT's potential enhances students'
educational experiences. Recognizing its capabilities allows effective utilization
for clearer insights into complex subjects. Interactive sessions empower
students to embrace innovative tools, fostering deeper understanding and
appreciation across subjects.
The Students’ Strategy of Using ChatGPT for Academic Writing
In the context of academic writing, students' utilization of ChatGPT as a
tool categorized into two strategies: one involves actively embracing ChatGPT
for assistance, while the other entails refraining from its use. These approaches
illuminate the evolving relationship between technology and traditional writing
methods, showcasing the diverse ways students engage with innovative
resources in their scholarly pursuits.
Choosing to Use ChatGPT
ChatGPT as a Writing Assistant
ChatGPT is an AI-powered writing assistant that can significantly
enhance writing experience. It generates human-like text responses, providing

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help with various writing tasks such as composing articles, papers, research,
etc. With its extensive knowledge and context understanding, Chat-GPT offers
valuable suggestions and answers to improve both productivity and the quality
of academic writing. Furthermore, based on the students’ interview, most
students perceived that ChatGPT has a role as their writing assistant. The data
discussion served below:
...ChatGPT and its AI powers could help writers and office workers improve their
writing quality and decrease the time spent on tasks. (P12, Students’ Interview)
The passage illustrates that students perceive ChatGPT as a writing
assistant, aiding in improving content quality. This tool offers accessible
content, as (Farhat, F., 2023) highlights its reliability for creating exceptional
writing. Additionally, ChatGPT boosts creativity by providing content
information for refined academic writing. This fosters creative growth
(Macdonald, K. 2006). However, ChatGPT also functions as a digital helper,
engaging in human-like conversations and responses ( Mitrović, S., 2023;
Kitamura, F. C. 2023).
ChatGPT as an Idea Generator
ChatGPT is an excellent tool for generating ideas in various domains
particularly for academic writing. With its vast knowledge base and ability to
understand context, it can provide valuable insights and suggestions to spark
creativity. By engaging in a conversation with ChatGPT, students can tap into
its idea-generating capabilities and discover unique concepts that can inspire
and propel their projects forward. The data discussion served below:
The result from chat-GPT is used as inspiration and ideation process. (P1, Students’
Interview)
The excerpts indicated that the students perceived ChatGPT could
generate the ideas related to their academic writing. This directs the student to
spark their ideas and inspiration that they can later develop into their written
content. Sometimes, the students might be confused on how to generate their
ideas and try to look for their inspiration from ChatGPT. Furthermore,
ChatGPT could generate a reply by reading a piece of text instruction, like a
phrase or question, and understanding its meaning, then give the extensive
explanation for the user ( Javaid, M. et al., 2023). However, what sets ChatGPT
apart from other chatbots is its ability to provide immediate responses, leading
to more diverse ideas and dynamic conversations on a wide range of subjects
(Haque, et al., 2022; Zhai, X. 2022).
Quick Drafting
In the realm of academic writing, an emerging trend is students'
deliberate use of ChatGPT for rapid drafting. Due to the student’s point of
view, ChatGPT’ capability expedited their initial content creation process,
enabling them to allocate more time for refinement. This approach underscores
the symbiotic relationship between technology and traditional writing,
emphasizing efficiency without compromising quality. The data discussion
served below:
I think I will use ChatGPT when I don’t have much time to make draft of my writing.
(P9, Students’ Interview)

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The excerpt demonstrated that ChatGPT becomes a valuable ally for

students when time is limited for drafting students’ writing. Its efficiency in
generating initial content allows students to optimize their time and focus on
the subsequent stages of refinement and enhancement. Moreover, ChatGPT
possesses the capacity to swiftly and accurately respond to user queries, leading
to a more effective utilization of resources (Deng, J., & Lin, Y., 2022).
Abstaining from Using ChatGPT
Specific Guidelines
When facing specific task guidelines, students frequently choose to
abstain from using ChatGPT. These guidelines offer a clear framework,
prompting students to rely on their own understanding and problem-solving
abilities, fostering independent thinking and skill development. Further, the
students abstain to use ChatGPT. The data discussion served below:
I don’t think it’s a good idea to use chat GPT to do writing when it has specific
guidelines. It can make me confused. (P.16, Students’ Interview)
Adhering to task guidelines cultivates independent thinking and skill
development among students. By abstaining from ChatGPT, they engage with
the framework, honing problem-solving abilities and fostering a deeper
understanding of the subject. This approach fosters ownership of learning and
lasting skill acquisition. Originality
The Implication of Using ChatGPT for Academic Writing
Students’ perception of ChatGPT for academic writing offers several
advantages and disadvantages. Some students may view ChatGPT as a tool that
helps simplify the writing process, enhances efficiency, and provides useful
feedback. However, there may also be concerns about the reliability of the
results generated by ChatGPT and how its usage can affect critical thinking and
independent writing skills. Furthermore, based on the students’ interview there
are several points of view of the advantages and disadvantages of the use of
ChatGPT.
Advantages of ChatGPT for Academic Writing
Students value ChatGPT's convenience and efficiency in writing,
benefiting from instant feedback for skill improvement. Prompt suggestions aid
error identification and foster growth as proficient writers. Additionally,
ChatGPT offers multiple academic writing advantages:
Saving Time
Students value ChatGPT's efficiency and feedback, also saving time.
Prompt suggestions foster proficiency. ChatGPT also presents various academic
writing benefits. The data discussion served below:
Chat-GPT can save my time, because it reduces the time to look for certain topics from
many journals on the internet. (P1, Students’ Interview)
Most of the students viewed Chat-GPT as a means to simplify writing.
They believe that by utilizing Chat-GPT, tasks can be accomplished more
quickly and effortlessly. This perception suggests that the student values the
convenience and efficiency that Chat-GPT offers in completing their work.
ChatGPT has the ability to rapidly and precisely address user inquiries, which
allocates resources more efficiently (Deng, J., & Lin, Y., 2022). Moreover,

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(Foroughi, et al., 2023) argued that ChatGPT facilitates more effective student
learning and reduces the time burden on tutors.
Grammatical Correction
ChatGPT provides grammar correction assistance by analyzing student
text input and offering suggestions for grammar and sentence structure. This is
especially advantageous for students struggling with grammar rules or error
identification. Utilizing this feature enhances overall accuracy and clarity,
refining language use and elevating academic work quality. The data
discussion served below:
…it improves my ability to generate coherent and grammatically correct
sentences.”(P8, Students’ Interview)
The excerpts reveal students' view of ChatGPT as aiding their
focus on proper grammar usage. Through ChatGPT, students can prioritize
grammatical accuracy. ChatGPT excels in fluently correcting grammar errors
across different sentence lengths (Fang, Tao & Shu, 2023) Educators emphasize
its utility in writing and grammar support (Thomas, S., 2023), offering detailed
line-by-line feedback to enhance writing skills and grammar proficiency.
Inspiration and Creativity
Furthermore, engaging with ChatGPT could provide students a unique
edge, igniting inspiration and creativity. This AI tool fuels fresh ideas and
diverse perspectives, enriching both academic and creative pursuits. Moreover,
the students get insight from ChatGPT feedback. The data discussion served
below:
In my view point ChatGPT can inspire me with many insights and help me grow my
critical thinking and creativity in writing. (P. 12, Students’ Interview)
In essence, ChatGPT empowers students with a distinct advantage,
fueling inspiration and creativity. This AI tool's capacity to spark innovative
ideas and offer diverse perspectives enhances both academic and creative
pursuits, ensuring students thrive in various domains.
Disadvantages of ChatGPT for Academic Writing
While ChatGPT offers academic writing advantages, it comes with
drawbacks. Student interviews reveal concerns about unreliable outputs,
hampering critical thinking and fostering dependency. Ethical concerns arise
from potential plagiarism, and the absence of human interaction limits nuanced
learning experiences. Furthermore, the data discussion served below:
...for academic writing in higher education, it is less reliable. The weakness of GPT-chat
is that there are no relevant sources listed in it, so it needs filtering to retrieve the
information in it. (P3, Students’ Interview)
Chat-GPT raises legal and ethical issues regarding copyright, privacy, abuse, bias and
transparency.” (P10, Students’ Interview)
The collected excerpts underscore concerns and downsides tied to
employing ChatGPT for higher education's academic writing. Many students
assert its unreliability due to insufficient relevant sources. Instances of
unreliable and biased information raise potential harm (Javaid, M., et al., 2023).
Moreover, students stress plagiarism risks through content generation, even
leading to biased sentences. Utilizing ChatGPT for assessments could escalate
plagiarism concerns (Cotton, D. R. E., et al., 2023). In sum, these excerpts

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emphasize the necessity for caution and careful assessment when using
ChatGPT in academic writing
The Challenges of Using ChatGPT for Academic Writing
There are several challenges faced by the students in using ChatGPT for
academic writing such as ensuring proper citation and referencing, grappling
with complex concepts and specialized language, and contending with its
limited contextual understanding. These challenges underscore the need for
vigilance and critical evaluation when integrating ChatGPT into scholarly
endeavors.
Proper Citation and Referencing
A prominent challenge students encounter while utilizing ChatGPT for
academic writing revolves around proper citation and reference. Ensuring
accurate referencing of sources remains crucial, as ChatGPT might not
consistently provide reliable citations, potentially undermining the academic
integrity of their work. The data discussion served below:
I find it hard to have proper citation and referencing when I site something from
ChatGPT. (P8, Students’ Interview)
The excerpt demonstrated that the challenge of maintaining proper
citation when using ChatGPT for academic writing is a significant concern.
Students must exercise caution and take proactive steps to ensure accurate
referencing, as the potential inconsistencies in citation provided by ChatGPT
could compromise the integrity of their academic work.
Complex Concept and Specialized Language
Drawing from the perspective of students, the endeavor of navigating
complex concepts and specialized terminology while utilizing ChatGPT
emerges as a significant challenge in the landscape of academic writing. The
data discussion served below:
When I want to write a complex concepts or specialized terminology I have to struggle a
lot because ChatGPT may not grasp the nuances of the terminology I want. (P17,
Students’ Interview)
In summary, composing content involving intricate concepts or
specialized language using ChatGPT often presents difficulties due to its
limited grasp of nuanced terminologies. Navigating complex concepts and
specialized terminology proves challenging with ChatGPT, given its potential
limitations in fully grasping nuanced language.
Lack of Context Understanding
In the realm of academic writing, a prevailing challenge surfaces as
students find that ChatGPT often falls short in aiding them to accurately
capture the intended context within their written work. Based on the students’
view, the limitation prompts a closer examination of the contextual
comprehension capabilities of ChatGPT and its alignment with students'
diverse writing requirements. The data discussion served below:
Most of the time ChatGPT can not help me with the context I want to write. (P.2,
Students’ Interview)
Moreover, the students' viewpoint underscores a notable limitation of
ChatGPT – its frequent inability to assist in capturing the specific context they
intend to convey in their writing. This challenge highlights the importance of

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context understanding for effective utilization of ChatGPT in fulfilling students'
writing needs.
The study's results indicate that students' perceptions of utilizing
ChatGPT for academic writing in higher education can be categorized into three
main viewpoints: awareness, strategies for implementation, and challenges.
These students possess a multifaceted outlook, considering how ChatGPT
impacts their awareness, role, and influence on academic writing. The outcomes
suggest that their understanding of ChatGPT's usage surpasses a singular
perspective, encompassing a holistic grasp of its potential awareness, role, and
impact throughout their academic writing endeavors.

DISCUSSION
The present study focuses on the application and perceptions of ChatGPT,
an AI language model created by OpenAI, in the context of academic writing in
higher education. It encompasses three primary themes: students’ awareness,
strategies for using ChatGPT, and the implications and challenges associated
with its use. The study's findings are significant as they provide insights into how
students perceive and integrate this technological tool into their academic
practices.
The first theme explores students’ awareness of ChatGPT, highlighting
how they learned about the tool. Social media platforms such as Twitter,
YouTube, TikTok, Instagram, and various websites were identified as the
primary sources through which students became aware of ChatGPT. This
indicates the influential role of social media in disseminating information about
new technologies. As supported by research, social media has a significant
impact on spreading information among younger generations, making learning
more accessible and efficient. Additionally, peer influence was found to be
crucial, with classmates and friends introducing ChatGPT to each other,
underscoring the importance of personal networks in technology adoption.
In terms of utilizing ChatGPT for academic writing, students employed it
for various tasks such as summarizing texts, generating ideas, and quick drafting.
Summarizing texts with ChatGPT helps students extract key points and main
ideas, thereby improving their comprehension and summarization skills. For
generating ideas, students found ChatGPT valuable in providing inspiration and
diverse perspectives, which are essential for creative and academic writing.
Moreover, ChatGPT was seen as a useful tool for quick drafting, particularly
when time constraints were a concern, allowing students to generate initial
content rapidly and focus more on refining their work.
However, not all students embraced the use of ChatGPT. Some refrained
from using it due to specific guidelines that required independent thinking and
problem-solving. This abstention was based on the belief that adhering to such
guidelines would foster a deeper understanding and skill development.
Concerns about originality also played a role in their decision to avoid relying on
ChatGPT for academic writing.
The study also delves into the implications of using ChatGPT for academic
writing, highlighting both advantages and disadvantages. On the positive side,
students appreciated the convenience and efficiency ChatGPT offered, especially

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in terms of time-saving and grammatical correction. The tool’s ability to provide

immediate feedback and suggestions was seen as beneficial for improving
writing quality and proficiency. Additionally, ChatGPT’s role in sparking
creativity and providing diverse perspectives was noted as an advantage for
academic and creative pursuits.
Conversely, the study identified several challenges and disadvantages.
Students expressed concerns about the reliability of ChatGPT’s outputs,
particularly the lack of relevant sources and the potential for generating biased or
unreliable information. Ethical issues such as plagiarism and the need for proper
citation were also highlighted, emphasizing the necessity for critical evaluation
and responsible use of AI tools. The limited contextual understanding of
ChatGPT was another significant challenge, as students found it difficult to
capture nuanced concepts and specialized language accurately.
In conclusion, the study presents a comprehensive overview of how
students in higher education perceive and utilize ChatGPT for academic writing.
It reveals a nuanced approach where students balance the benefits of the tool
with the need for maintaining academic integrity and originality. While ChatGPT
offers substantial advantages in terms of efficiency, feedback, and creative
inspiration, it also poses challenges related to reliability, ethical use, and
contextual understanding. These findings suggest that educational institutions
should consider these factors when integrating AI tools like ChatGPT into
academic practices, ensuring that students are equipped with the necessary skills
and awareness to use such technologies responsibly and effectively.

CONCLUSION AND RECOMENDATION

Conclusions
In the era of digital progress, leveraging ChatGPT has the potential to
significantly boost student productivity. Incorporating technology in education
yields various advantages, including resource access, language improvement,
collaboration, efficient time use, and motivational support. However, it's crucial
to view ChatGPT as a complement, not a substitute, for human interaction and
students' dedicated academic endeavors.
In summary, it's advised that students use ChatGPT judiciously,
evaluating its generated information critically. Educators could consider
incorporating ChatGPT to boost learning outcomes, while balancing its use with
human interaction and students' dedicated efforts. Ultimately, technology can
continue refining language models like ChatGPT to significantly enhance
students' academic writing quality.
Recommendations
Based on the findings of the study, the following recommendations are
proposed to optimize the use of ChatGPT for academic writing in higher
education:
1. Develop and implement courses or modules focused on AI literacy,
including the effective use of tools like ChatGPT. This will help students
understand the capabilities, limitations, and ethical considerations of AI
technologies.

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2. Educate students about the ethical implications of using AI in academic
work, emphasizing the importance of originality, proper citation, and
avoiding plagiarism.
3. Universities should create clear guidelines on how ChatGPT and similar
tools can be used in academic writing. These guidelines should address
issues related to ethical use, citation practices, and adherence to academic
integrity standards.
4. Offer concrete examples and best practices for integrating ChatGPT into
academic work, including how to use AI-generated content responsibly and
effectively.
5. Encourage students to use ChatGPT as a supplementary tool rather than a
primary source of content creation. This approach ensures that students
develop their critical thinking and writing skills while benefiting from AI
assistance.
6. Advocate for the continuous improvement of AI tools to better understand
and handle complex concepts and specialized language. Collaboration
between educational institutions and AI developers can help enhance these
tools' effectiveness in academic settings.
7. Provide students with access to technical support and resources to help them
navigate the use of ChatGPT effectively. This can include online tutorials,
FAQs, and dedicated help desks.

FURTHER STUDY
The findings of this study provide a comprehensive overview of
students' perceptions and usage of ChatGPT for academic writing in higher
education. To deepen understanding and address limitations, future research
should explore several areas: longitudinal studies on AI integration to track
changes over time; comparative analysis across disciplines to tailor support;
direct impact on academic performance; ethical implications and academic
integrity; perspectives from both students and faculty; effectiveness of AI
literacy programs; cultural and regional differences; collaboration with AI
developers for improved contextual understanding; use cases beyond writing;
and policy development and implementation in higher education. These
avenues will help maximize the benefits of AI tools like ChatGPT while
addressing challenges and ensuring the integrity of academic work.

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