Jonathan PHAN* and Jessie TENG
Centre for English Language Communication (CELC)
Phan, J., & Teng, J. (2023). Investigating students’ perception and use of ChatGPT as a learning tool to develop english writing skills: A survey analysis [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/investigating-students-perception-and-use-of-chatgpt-as-a-learning-tool-to-develop-english-writing-skills-a-survey-analysis/
SUB-THEME
AI and Education
KEYWORDS
AI-assisted education, ChatGPT, English language communication, higher education, writing
CATEGORY
Paper Presentation
ABSTRACT
ChatGPT, an artificial intelligence (AI) chatbot and Large Language Model (LLM) developed by OpenAI, has garnered significant attention worldwide since its release for public use in November 2022. In the field of higher education, there is considerable enthusiasm regarding the potential use of ChatGPT for innovating AI-assisted education. Advocators propose utilising this AI tool to enhance students’ learning experiences and reduce teacher workload (Baker et al., 2019; Zhai, 2022). However, some educational institutions view its use as potentially detrimental to the teaching and learning process due to its disruptive nature. Concerns include the possibility of “amplify[ing] laziness and counteracting learners’ interest to conduct their own investigations and come to their own conclusions or solutions” (Kasneci et al., 2023, p. 7), and “increased instances of plagiarism” (Looi & Wong, 2023). Consequently, some higher educational institutions in various countries have banned or restricted the use of AI tools due to students’ use of ChatGPT to plagiarise (Cassidy, 2023; CGTN, 2023; Reuters, 2023; Sankaran, 2023). As a response, some educators propose creating AI-resistant assessments to combat student plagiarism while others suggest providing resources and proper guidance for students to use ChatGPT judiciously and responsibly (Rudolph et al., 2023).
As universities work to develop policies to address the use of AI tools, particularly ChatGPT, by both teachers and students within the academic context, they need to consider both the teachers’ and the students’ perspectives on the matter. However, given the novelty of this research topic, studies on the use of ChatGPT are not only scarce, but they have primarily focused on the pedagogical implications of AI tools from the teacher’s perspective. To address the lack of studies on students’ perspective, this study seeks to examine the perceptions and use of ChatGPT as a learning tool by higher education students.
To examine students’ perceptions of using ChatGPT as a learning tool to develop English academic writing skills, a survey questionnaire was administered to students enrolled in an undergraduate English language communication course at a local university. The questionnaire consisted of 34 five-point Likert scale questions and two open-ended questions on participants’ views on ChatGPT and their use of ChatGPT in their learning. One expected finding is that students are aware of how ChatGPT can be used, while an interesting finding is that students are also aware that ChatGPT gives misleading answers. In addition, a number of students disagreed that using ChatGPT was an efficient way of doing their assignments. Nevertheless, many use it for paraphrasing, generating ideas, and improving their general knowledge. As such, some students do feel helped by ChatGPT as a learning tool, although not every participant thinks it should be allowed in higher education.
It is hoped that the findings of this study can serve as a point of reference for educators in developing course materials and assessments so as to promote the effective use of ChatGPT in higher education.
REFERENCES
Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta Foundation. https://www.nesta.org.uk/report/education-rebooted/
Cassidy, C. (2023, January 10). Australian universities to return to ‘pen and paper’ exams after students caught using AI to write essays. The Guardian. https://www.theguardian.com/australia-news/2023/jan/10/universities-to-return-to-pen-and-paper-exams-after-students-caught-using-ai-to-write-essays
CGTN. (2023, February 19). University of Hong Kong issues interim ban on ChatGPT, AI-based tools. CGTN. https://news.cgtn.com/news/2023-02-19/University-of-Hong-Kong-issues-interim-ban-on-ChatGPT-AI-based-tools-1hxWzqgcMxy/index.html
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., …Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Looi, C. K., & Wong, L. H. (2023, February 7). Commentary: ChatGPT can disrupt education, but it need not be all bad. Here’s how NIE is using it to train teachers. TODAY. https://www.todayonline.com/commentary/commentary-chatgpt-can-disrupt-education-it-need-not-be-all-bad-heres-how-nie-using-it-train-teachers-2102386
Reuters. (2023, January 28). Top French university bans use of ChatGPT to prevent plagiarism. Reuters. https://www.reuters.com/technology/top-french-university-bans-use-chatgpt-prevent-plagiarism-2023-01-27/
Rudolph, J., Tan., S, & Tan., S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6, 1. https://doi.org/10.37074/jalt.2023.6.1.9
Sankaran, V. (2023, April 10). Japanese universities become latest to restrict use of ChatGPT. The Independent. https://www.independent.co.uk/tech/japanese-universities-chatgpt-use-restrict-b2317060.html
Zhai, X. (2023). ChatGPT user experience: Implications for education. SSRN. https://dx.doi.org/10.2139/ssrn.4312418