English-major Students' Experiences of Using ChatGPT in Academic Writing: A Narrative Inquairy in Surakarta
DOI:
https://doi.org/10.36312/jolls.v5i3.3131Keywords:
ChatGPT, Academic writing, English learning, Generative AI, Technology acceptance modelAbstract
The integration of generative artificial intelligence (AI) tools, particularly ChatGPT, into academic writing is increasingly prominent in educational settings. This study explores the experiences of five English-major students from Surakarta, Central Java, in utilizing ChatGPT for various stages of their academic writing process. By employing a qualitative case study methodology, data were collected through in-depth, semi-structured interviews and personal stories shared by the participants. Thematic analysis was employed to identify recurring patterns and themes. The study finds that students generally perceive ChatGPT as a valuable tool, particularly for brainstorming, drafting, revising, and improving grammar, vocabulary, and time efficiency. However, concerns about over-reliance on AI, plagiarism risks, and the credibility of AI-generated content were prominent. The findings are interpreted through the lens of the Technology Acceptance Model (TAM), which highlights the importance of perceived usefulness (PU) and perceived ease of use (PEOU) in driving students' engagement with ChatGPT. This study contributes to understanding how AI tools can enhance writing efficiency while emphasizing the need to balance such tools with critical thinking to maintain academic integrity. Practical implications for teaching practices suggest that integrating AI tools into curricula should include guidance on ethical use, fostering digital literacy, and promoting responsible AI use among students.
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