Applying ChatGPT as an AI Writing Assistant: EFL Teachers’ and Students’ Perceptions in a Senior High School in Sorong
DOI:
https://doi.org/10.24256/ideas.v14i1.10293Keywords:
AI in education; ChatGPT; Students’ perceptions; Teachers’ perceptions; Technology Acceptance Model (TAM)Abstract
This study explores the perceptions of EFL teachers and students regarding the use of ChatGPT as an AI writing assistant in English writing activities at a public senior high school in Sorong, Southwest Papua. The study is grounded in the Technology Acceptance Model (TAM), which examines perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATU), behavioral intention (BI), and actual use (AU). A qualitative case study approach was employed involving four English teachers and six eleventh-grade students who had experience using ChatGPT in writing activities. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis based on TAM constructs. The findings reveal that both teachers and students perceive ChatGPT as a useful tool for supporting English writing activities. Teachers reported that ChatGPT assists in generating teaching materials, writing prompts, and feedback more efficiently, while students found it beneficial for generating ideas, improving grammar, expanding vocabulary, and organizing their writing. Participants also perceived ChatGPT as easy to use due to its simple interface and accessible interaction process. Furthermore, both teachers and students demonstrated positive attitudes toward its use and expressed strong intentions to continue utilizing the tool in writing activities. These perceptions were reflected in their actual use of ChatGPT in routine teaching and learning practices. The study concludes that ChatGPT is perceived as a supportive tool in EFL writing instruction when used appropriately, highlighting the importance of pedagogical guidance to ensure responsible and effective integration of AI tools in language learning.
References
Abd Hadi, N. A., Mohamad, F., Md Johar, E., & Abdul Kadir, Z. (2024).
Exploring the acceptance of ChatGPT as an assisting tool in academic writing among ESL undergraduate students. International Journal of Research and Innovation in Social Science, 8(10). 2454-6186 https://doi.org/10.47772/IJRISS.2024.8100242
Abd Rahim, M. E., Abd Rahim, E. M., Razawi, N. A., & Mohamed, N. (2023).
Students’ perception on the use of ChatGPT as a language learning tool. Idealogy Journal, 8(2). 70-78 https://doi.org/10.24191/idealogy.v8i2.456
Al-Khresheh, M. H. (2024). Bridging technology and pedagogy from a global
lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6 (2024) 1-12 https://doi.org/10.1016/j.caeai.2024.100218
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023).
Impact of ChatGPT on learning motivation: Teachers and students’ voices. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
Asnas, S. A. M., & Hidayanti, I. (2024). Uncovering EFL students’ frequent
difficulties in academic writing and the coping strategies: The case of a college in Indonesia. Journal on English as a Foreign Language, 14(1), 124–151. https://doi.org/10.23971/jefl.v14i1.7472
Bao, Y., & Li, B. (2023). A preliminary study on graduate student instructors’
exploration, perception, and use of ChatGPT. International Journal of Computer-Assisted Language Learning and Teaching, 13(1), 1–23. https://doi.org/10.4018/IJCALLT.332873
Barrett, A., & Pack, A. (2023). Not quite eye to AI: Student and teacher
perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 1-59. https://doi.org/10.1186/s41239-023-00427-0
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and
potentials. Assessing Writing, 57(2023), 1-6 https://doi.org/10.1016/j.asw.2023.100745
Baskara, F. R. (2023). Integrating ChatGPT into EFL writing instruction: Benefits
and challenges. International Journal of Education and Learning, 5(1), 44–55. https://doi.org/10.31763/ijele.v5i1.858
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of
computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003. https://doi.org/10.1287/mnsc.35.8.982
Dewi, D. A., Julia, J., & Jonathan, C. (2022). Digital training in building chatbot
based online learning media: Action research for teachers in Semarang City through the “Train the Teachers” training. Mimbar Sekolah Dasar, 9(1), 188–208. https://doi.org/10.53400/mimbar-sd.v9i1.44460
Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s
potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. https://doi.org/10.1007/s10639-023-12146-0
Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a
significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 1-8. https://doi.org/10.1016/j.tbench.2023.100089
Handoko, H., & Ayumi, A. (2021). Teaching writing in blended environment.
Jurnal Arbitrer, 8(2), 197–206. https://doi.org/10.25077/ar.8.2.197-206.2021
Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in
higher education. Assessment & Evaluation in Higher Education, 44(8), 1237–1252.
Hein, R. M., Wienrich, C., & Latoschik, M. E. (2021). A systematic review of
foreign language learning with immersive technologies (2001–2020).
AIMS Electronics and Electrical Engineering, 5(2), 117–145. https://doi.org/10.3934/electreng.2021007
Hieu, H. H., & Thao, L. T. (2024). Exploring the impact of AI in language
education: Vietnamese EFL teachers’ views on using ChatGPT for fairy tale retelling tasks. International Journal of Learning, Teaching and Educational Research, 23(3), 486–503. https://doi.org/10.26803/ijlter.23.3.24
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), 1-14. https://doi.org/10.30935/cedtech/13605
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F.,
Kuhn, J. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103 (2023), 1-9. https://doi.org/10.1016/j.lindif.2023.102274
Meniado, J. C., Huyen, D. T. T., Lertkomolwit, P., & Panyadilokpong, N. (2024).
Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam. Computers and Education: Artificial Intelligence, 7(2024), 1-9. https://doi.org/10.1016/j.caeai.2024.100313
Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100.
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Moses, R. N., & Mohamad, M. (2019). Challenges faced by students and teachers
on writing skills in ESL contexts: A literature review. Creative Education, 10(13),3385-3391. https://doi.org/10.4236/ce.2019.1013260
Mutammimah, H., Rejeki, S., Kustini, S., & Amelia, R. (2024). Understanding
teachers’ perspective toward ChatGPT acceptance in English language teaching. International Journal of Technology in Education, 7(2), 290–307. https://doi.org/10.46328/ijte.656
Nelson, A. S., Santamaría, P. V., Javens, J. S., & Ricaurte, M. (2025). Students’
perceptions of generative artificial intelligence (GenAI) use in academic writing in English as a foreign language. Education Sciences, 15(5), 1-31. https://doi.org/10.3390/educsci15050611
Ngo, T. T. A. (2023). The perception by university students of the use of
ChatGPT in education. International Journal of Emerging Technologies in Learning (iJET), 18(17), 4–19. https://doi.org/10.3991/ijet.v18i17.39019
Nguyen, H. N., Nguyen, H. M., & Do, T. P. M. (2025). EFL lecturers’
experiences and perceptions towards using ChatGPT in teaching writing: A case study in Vietnam. International Journal of Education and Practice, 13(3), 857–869. https://doi.org/10.18488/61.v13i3.4291
Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT
in writing classes: A case study at Van Lang University. International Journal of Language Instruction, 2(3), 1–15. https://doi.org/10.54855/ijli.23231
Nghi, T. T., Phuc, T. H., & Thang, N. T. (2019). Applying AI chatbot for teaching
a foreign language: An empirical research. International Journal of Scientific and Technology Research, 8(12). 896-902.
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’
appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2024.2319184
Oshima, A., & Hogue, A. (2007). Introduction to academic writing (3rd ed.).
Longman.
Shakil, E., & Siddiq, S. (2024). ESL teachers’ perceptions about ChatGPT as a
threat to analytical writing abilities of ESL learners at graduate level. Pakistan Languages and Humanities Review, 8(1), 115–128. https://doi.org/10.47205/plhr.2024(8 I)10
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, 1-14. https://doi.org/10.3389/fpsyg.2023.1260843
Syamsi, K., Nugroho, A., Cahyani, I., & Retnaningsih, W. (2023). EFL
pre service teachers’ acceptance of ChatGPT for writing: A sequential explanatory mixed method study. Indonesian Journal of Applied Linguistics, 13(2), 215–230. https://ejournal.upi.edu/index.php/IJAL/article/view/79615
Truong, T. L. (2025). Factors influencing the use of ChatGPT in student learning
in Vietnam. International Journal of Advanced and Applied Sciences, 12(7), 76–86. https://doi.org/10.21833/ijaas.2025.07.007
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges,
opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1–23.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of
ChatGPT for language learning tasks: Experiences and perceptions. Languages, 8(3), 1-12. https://doi.org/10.3390/languages8030212
Xu, X., Su, Y., Zhang, Y., Wu, Y., & Xu, Y. (2024). Understanding learners’
perceptions of ChatGPT: A thematic analysis of peer interviews among undergraduates and postgraduates in China. Heliyon, 10(4), 1-13. https://doi.org/10.1016/j.heliyon.2024.e26239
Zia, F., Sarfraz, S., & Mufti, N. (2019). Students’ perceptions of the effectiveness
of formative assessment and feedback for improvement of the English writing composition skills: A case study of secondary level ESL students of private schools in Lahore, Pakistan. Journal of Education and Practice, 10(6), 7–13. https://doi.org/10.7176/JEP/10 6 01
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Melva Yanti Sianturi, Andang Saehu, Sylvia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
