Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing

Abstract

This research explores the experiences of EFL students and their strategies when incorporating ChatGPT into their academic writing process. A qualitative case study method was employed, involving three EFL students with different proficiency levels. Data were collected through semi-structured interviews. Key findings indicate that ChatGPT is valued for overcoming uncertainties, clarifying vocabulary, and offering content suggestions, enhancing essay quality by allowing students to focus on creative aspects. However, balancing AI tools and human judgment is crucial for authenticity. ChatGPT raises concerns about the authenticity of academic work, highlighting the need for ethical guidelines and fostering critical thinking. Its limitations, such as providing overly complex suggestions and lacking cultural sensitivity, necessitate human oversight. Students recognize the importance of using their judgment and seeking feedback to ensure work quality. Educators should develop ethical guidelines for AI use in writing, emphasizing critical thinking and originality. Training programs for teachers and students on responsible AI integration are essential. Despite the comprehensive approach, the small sample size limits generalizability, and reliance on self-reported data introduces potential bias. Future research should involve larger, diverse samples and incorporate objective measures to mitigate bias.

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