Key points are not available for this paper at this time.
The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency. However, they also noted concerns about overreliance, data privacy and equitable access to premium features. The study examines the ethical and pedagogical implications of integrating GenAI tools into higher education, highlighting their potential and the necessity of institutional guidance. It contributes to the ongoing discourse on the role of GenAI in academic writing instruction.
Lucas Kohnke (2024) studied this question.