Abstract :

The rapid development of artificial intelligence has created new opportunities for English language learning, particularly in the development of writing skills. In EFL contexts, ChatGPT has increasingly been used by students to generate ideas, revise drafts, improve language accuracy, and receive immediate writing support. This study investigates English major students’ perceptions of the effectiveness and usability of ChatGPT in learning English writing skills. The participants were 45 English major students from Year 1 to Year 3 at a technology university in the north of Viet Nam. A descriptive survey design was employed, and data were collected through a semi-structured questionnaire focusing on two main areas: students’ perceptions of ChatGPT’s effectiveness in supporting English writing development and their attitudes toward its general usability. The findings showed that students generally perceived ChatGPT as an effective tool for learning writing skills, particularly in generating ideas, revising drafts, improving grammar accuracy, developing vocabulary, enhancing sentence structures, understanding writing mistakes, and increasing writing confidence. In terms of usability, students reported positive attitudes toward ChatGPT because it was easy to use, convenient, fast, accessible, and useful for independent writing practice outside class. However, some concerns were also identified, including the possibility of inaccurate or unsuitable suggestions and students’ over-dependence on AI-generated support. The study concludes that ChatGPT can be a useful supplementary tool in English writing learning when used critically and ethically. It also highlights the important role of teacher guidance in helping students use ChatGPT effectively while maintaining independent thinking and responsibility for their own writing development.

 

---

Keywords :

ChatGPT; English writing skills; student perceptions; usability; AI-assisted language learning.

---

References :

1. Bangor, A., Kortum, P. T., & Miller, J. T. (2008). An empirical evaluation of the System Usability Scale. International Journal of Human–Computer Interaction, 24(6), 574–594. https://doi.org/10.1080/10447310802205776
2. Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, Article 100745. https://doi.org/10.1016/j.asw.2023.100745
3. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
4. Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6
5. Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools: A report to Carnegie Corporation of New York. Alliance for Excellent Education.
6. Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
7. Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
8. Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—A case study. Smart Learning Environments, 11, Article 10. https://doi.org/10.1186/s40561-024-00296-8
9. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
10. Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, Article 100270. https://doi.org/10.1016/j.caeai.2024.100270
11. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
12. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
13. Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. https://doi.org/10.1080/15544800701771580
14. Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4