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This study examines the integration of ChatGPT into English language learning by exploring students’ experiences of using ChatGPT during the writing process. Adopting a convergent mixed-method design, the research involved students enrolled in the ICT for ELT course at a university in West Kalimantan, Indonesia, and applied the Technology Acceptance Model to explore the relationships among key variables. Ninety-five English as a Foreign Language (EFL) students participated in a four-week take-home assignment using a writing prompt provided by their lecturer. Qualitative data were collected through an open-ended questionnaire, which revealed that students’ acceptance of ChatGPT was attributed to its user-friendly interface and ability to interact in their native language. Path analysis revealed that perceived ease of use positively influenced both perceived usefulness and attitude toward change, while perceived usefulness also positively affected attitude toward change. In turn, a positive attitude toward changes significantly impacted students’ behavioral intentions to use ChatGPT. Integrating qualitative and quantitative findings, this study suggests that ChatGPT fostered a positive attitude toward technological change and encouraged students to adopt it more frequently. Notably, students primarily used ChatGPT as a writing aid rather than for generating complete essays, suggesting the potential for using ChatGPT under instructor supervision to diminish risks of dishonesty in academic writing.
Urai Salam (Sat,) studied this question.
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