Bhutanese Students' Perceptions of ChatGPT in Enhancing Academic Writing in English

Abstract

The current study investigates perceptions on the effectiveness of ChatGPT in enhancing academic writing skills among Bhutanese university students. Employing a qualitative design with a pilot case study approach, this research assessed how ChatGPT could improve writing clarity, structure, and coherence, and evaluated student perceptions of using such AI tools in an academic setting. Participants were final year undergraduate students from the College of Language and Culture Studies (CLCS) in Bhutan, enrolled in Language and Literature, and Dzongkha and Culture courses. Data were collected through pre- and post-project assessments, semi-structured interviews, and thematic analysis. Findings reveal that students perceive ChatGPT as beneficial for improving writing skills, brainstorming, and time management. However, concerns about over-reliance, plagiarism, and the quality of generated content were also prominent. While students reported positive experiences, the analysis of their essays showed limited measurable improvements in grammar and syntax. The study highlights the dual nature of AI tools in education, emphasizing their potential to enhance learning while underscoring the need for ethical guidelines and balanced integration. The findings contribute to the growing discourse on AI in education, offering insights into its pedagogical implications and the importance of fostering critical thinking alongside technological adoption.

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