Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT

Abstract

Purpose This study investigates the potential effectiveness of ChatGPT in enhancing the academic writing skills of Saudi EFL undergraduate students. It also examines the challenges associated with its use and suggests effective ways to address them in the education sector. Design/methodology/approach The study employed a sequential mixed-methods approach, which involved distributing questionnaires to gather data from students, followed by conducting semi-structured interviews with a purposeful selection of eight students and six teachers. Findings The findings revealed that students were generally satisfied with the effectiveness of ChatGPT in enhancing their academic writing skills. However, they also pinpointed some challenges associated with using ChatGPT, including plagiarism, overreliance, inadequate documentation, threats to academic integrity, and inaccurate information. To alleviate these challenges, effective strategies include deploying detection tools, equipping students and educators with training sessions, and revisiting academic policies and assessment methods. It is recommended that ChatGPT be used responsibly as an assistant tool, in conjunction with students' ideas and teachers' feedback. This approach can significantly enhance students' writing skills and facilitate completing their research projects and assignments. Practical implications ChatGPT can be a valuable tool in the educational landscape, but it is essential to use it judiciously. Therefore, teachers' effective integration of ChatGPT into their classrooms can significantly enhance students' writing abilities and streamline their research process. Originality/value This study contributes to recent AI-based research and provides practical insights on the responsible integration of ChatGPT into education while addressing potential challenges.

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