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Exploring the Acceptance of ChatGPT as an Assisting Tool in Academic Writing among ESL Undergraduate Students

Author

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  • Nur Ashfaraliana Abd Hadi

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia)

  • Faizah Mohamad

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia)

  • Elia Md Johar

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia)

  • Zaemah Abdul Kadir

    (Akademi Pengajian Bahasa, Universiti Teknologi MARA, Malaysia)

Abstract

This study aimed to explore students’ acceptance of ChatGPT as an assisting tool in academic writing among ESL undergraduate students. ChatGPT is a well-known AI tool with capabilities for language translation, writing drafts, and instant feedback and has effectively helped students improve their English language skills, particularly writing. While ChatGPT has demonstrated great acceptance in writing among EFL students, little is known about ESL students’ acceptance of this tool in their academic writing. This study adopted Technology Acceptance Model (TAM) to discover students’ perceived usefulness, perceived ease of use, attitudes, behavioral intention to use, and actual system usage of ChatGPT. Employing a quantitative approach and descriptive cross-sectional survey design, a structured questionnaire consisting of 24 questions was distributed online to ESL undergraduate students studying at one public university in Malaysia. This study collected 80 completed responses, and the data was analysed using descriptive and inferential statistics. The findings revealed that ESL undergraduate students highly perceived ChatGPT as useful and easy to use in academic writing. Students also expressed positive attitudes towards ChatGPT, high intention to use ChatGPT, and high actual ChatGPT usage in their academic writing. This study concluded that the ESL undergraduate students strongly accepted ChatGPT as a tool in their academic writing, and attitudes were the prominent factor predicting their acceptance of ChatGPT. These findings offer ESL students an understanding of ChatGPT’s potential in writing and help them leverage it to overcome academic writing difficulties.

Suggested Citation

  • Nur Ashfaraliana Abd Hadi & Faizah Mohamad & Elia Md Johar & Zaemah Abdul Kadir, 2024. "Exploring the Acceptance of ChatGPT as an Assisting Tool in Academic Writing among ESL Undergraduate Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(10), pages 2886-2901, October.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:10:p:2886-2901
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    References listed on IDEAS

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    1. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar & Lokman Mohd Tahir, 2022. "A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps," Sustainability, MDPI, vol. 14(18), pages 1-25, September.
    2. Eva A. M. van Dis & Johan Bollen & Willem Zuidema & Robert van Rooij & Claudi L. Bockting, 2023. "ChatGPT: five priorities for research," Nature, Nature, vol. 614(7947), pages 224-226, February.
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