Integrating Generative AI in EFL Academic Writing: Thai English-Major Students’ Purposes, Perceptions, and Experiences with ChatGPT

Abstract

The rapid proliferation of generative AI, particularly ChatGPT, is fundamentally transforming EFL academic writing. Although AI-mediated writing has been widely researched, empirical studies within the Thai higher education context remain limited. To address this gap, the present mixed-methods study conceptualizes ChatGPT not only as software but also through the lens of Sociocultural Theory (SCT) as a mediated tool that can provide cognitive scaffolding. The study examined the purposes, perceptions, and experiences of 50 Thai senior English-major undergraduates who used ChatGPT as a writing assistant. The data from structured questionnaires and scenario-based interviews indicate that students primarily use the tool for self-regulation, specifically for paraphrasing, idea generation, and coherence enhancement. However, their adoption is discerning rather than uncritical. Participants valued the tool’s accessibility but remained cautious about ethical concerns, particularly plagiarism and the reliability of information. Importantly, despite AI’s efficiency, human feedback remains the essential form of “other-regulation” necessary for developing advanced writing proficiency. These findings suggest that educators should aim for a pedagogical balance that integrates technological resources with human guidance, offering clear implications for curriculum design and academic integrity in an AI-mediated era.

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