With the rapid integration of artificial intelligence (AI) into educational contexts, tools like ChatGPT have garnered attention for their potential to support writing in English as a foreign language (EFL) contexts. This study investigates university EFL learners’ perceptions of ChatGPT in academic writing using a mixed-methods research design comprising a questionnaire and interviews. Results suggest that students are highly receptive to ChatGPT as a resource, due to its availability, instant support, and ease of use. Participants reported improvements in grammar, vocabulary, and text organization, along with increased confidence and reduced writing anxiety. These benefits led to increased independent, continuous participation in writing activities. There is also concern over excessive reliance on the tool, declines in critical thinking, and disquiet over the ethical implications of AI-assisted writing. Some students felt that ChatGPT was neither contextually appropriate nor trustworthy for specific questions, and they sought more explicit guidance from their institution on the responsible use of AI tools. The study suggests that ChatGPT provides meaningful assistance in enhancing EFL writing, but its integration needs to be well-managed. The focus of education should be on ethical awareness, critical engagement, and reflective learning, so that AI serves as a pedagogical scaffold rather than a substitute for independent thinking.
Lam Ky Nhan (2026) studied this question.