The Use of ChatGPT (Generative Pre-trained Transformer) as a Supporting Tool in Writing Research Proposals
DOI:
https://doi.org/10.36312/jar.v4iSpecial%20Issue.3376Keywords:
ChatGPT, Academic Writing, Research Proposal, EFL Students, AI-assisted learningAbstract
Academic writing is an essential component of formal education, particularly for English as a Foreign Language (EFL) students who are required to produce research proposals before conducting their thesis. Several students used ChatGPT as a supporting tool in writing their research proposals. The objectives of this study are to explore how EFL students perceive the use of ChatGPT as a supporting tool in writing research proposals and to examine the challenges EFL students faced when using ChatGPT in the research proposal writing process. This study employed a qualitative research approach with a case study design, incorporating data from close-ended questionnaires and semi-structured interviews. A total of 20 EFL students from the English Education Department at the University of Mataram participated in the questionnaire phase, while 6 were selected for in-depth interviews. The findings revealed that the majority of students responded positively to ChatGPT. ChatGPT is useful in organizing ideas, as a writing tool, and in enhancing the academic quality of their proposals. However, challenges such as difficulties in designing effective prompts to produce results that match the commands remain. Therefore, prompt engineering training is important for students. These results highlight ChatGPT's potential in supporting proposal writing, but also emphasize the need for critical engagement and proper training to ensure ethical and effective use in higher education.
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