FOURTH-YEAR ENGLISH MAJORS’ PERCEPTIONS OF CHATGPT IN WRITING: OPPORTUNITIES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS

Abstract

Academic writing instruction and English language learning have undergone significant changes since the introduction of
ChatGPT and other generative AI tools. Previous studies have suggested that AI tools can improve learners’ writing fluency,
provide timely feedback, and support learner autonomy; however, they also raise many pedagogical and ethical issues (Li &
Warschauer, 2023; Kessler, 2024). This study examines how fourth-year English majors at Dong Nai Technology University
perceive the use of ChatGPT in academic English writing and self-study, as well as the challenges they encounter and the
solutions they propose. The two research questions are: What are the benefits and limitations of using ChatGPT in academic
English writing, from the learners' perspective? What ways do students suggest for using ChatGPT effectively and responsibly?
Data were collected through semi-structured interviews and reflective journals of 40 student participants. The analysis revealed
three main groups of findings. First, students perceived ChatGPT as useful for improving writing efficiency, language accuracy,
and confidence. Second, they reported limitations related to overdependence, information verification, plagiarism, and reduced
critical thinking. Third, they suggested instructional workshops, lecturer modeling, and institutional guidelines for responsible AI use. The paper also emphasizes the importance of developing critical thinking and AI literacy among English majors to promote the effective, sustainable, and responsible use of ChatGPT in Vietnamese higher education