Exploring Students' Views on ChatGPT-3.5 in Writing Research Project

Abstract

This research explores English Education students' views on the use of ChatGPT-3.5 as a tool in writing research projects. With the growing presence of artificial intelligence in education, particularly through tools like ChatGPT-3.5, this study investigates the factors influencing students' awareness and how they utilize the tool during their research writing process. Employing a phenomenological qualitative approach, data were collected from nine undergraduate students at Pattimura University through semi-structured interviews and document analysis of ChatGPT-3.5 interaction screenshots. Thematic analysis revealed key factors affecting awareness, including familiarity, educational background, and support from lecturers. The study also identified various patterns of usage, highlighting the benefits of ChatGPT-3.5 in idea generation, structuring content, understanding theories, and saving time. However, challenges such as dependency risks, accuracy concerns, and ethical considerations were also noted. The findings underscore the importance of balanced and critical use of AI tools in academic writing and provide practical implications for students, educators, and institutions in supporting ethical and effective AI integration in higher education.