The Effectiveness of ChatGPT in Students’ Practicing Writing Skills: A Study at HCM UPES
DOI:
https://doi.org/10.54855/ictep.2459Keywords:
ChatGPT, Writing Skill, Language LearningAbstract
The research was conducted at Ho Chi Minh City University of Physical Education and Sports (HCM UPES) to bridge the gap about the application of AI tool - ChatGPT in students’ practice of writing skills in the physical education university context. The study tried to apply ChatGPT in a seven-week writing practicum. The researcher, who is also the lecturer in charge of English module two, introduced and guided students to use ChatGPT when they conducted their writing task in four units. Students then answered the questions in the survey and took part in face-to-face interviews about using ChatGPT when they practiced writing skills. Data for the research was collected from students’ test results (before and after ChatGPT was put into use), students’ feedback through surveys and face-to-face interviews. The results showed that using ChatGPT positively affected UPES students’ practice of writing skills. This result created more motivation for lecturers to conduct further research and introduce and apply AI technologies to students in their teaching practice.
References
Abdullayeva, M., & Musayeva, Z. M. (2023, April). The impact of Chat GPT on student's writing skills: An exploration of AI-assisted writing tools. In International Conference of Education, Research and Innovation (Vol. 1, No. 4, pp. 61-66). https://doi.org/10.5281/zenodo.7876800
Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440. https://doi.org/10.1007/s43681-021-00096-7
AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60-68. https://doi.org/10.37965/jait.2023.0184
Alotaibi, A. H. E. (2023). The impact of AI-powered Grammarly on enhancing grammar proficiency among Saudi EFL students. Remittances Review, 8(4), 3724. https://doi.org/10.33182/rr.v8i4.256
Arbi, A. P. (2024). The Role of ChatGPT in Writing Performance: A Review of Recent Studies. Asian Journal of Multidisciplinary Research, 1(1), 29-41.
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. 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
Chukwuere, J. E. (2024). Today's academic research: The role of ChatGPT writing. Journal of Information Systems and Informatics, 6(1), 30-46. https://doi.org/10.51519/journalisi.v6i1.639
Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 2290342. https://doi.org/10.1080/2331186X.2023.2290342
De la Vall, R. R. F., & Araya, F. G. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(01), 7569-7576. https://doi.org/10.18535/ijsshi/v10i01.02
Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: Practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52. https://doi.org/10.32629/jher.v4i2.1188
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Firat, M. (2023, January 12). How Chat GPT Can Transform Autodidactic Experiences and Open Education? https://doi.org/10.31219/osf.io/9ge8m
Hakiki, G. N. R. (2021). Perception of EFL students on the use Grammarly application in writing class. Eduvelop: Journal of English Education and Development, 4(2), 99-106. https://doi.org/10.31605/eduvelop.v4i2.891
Harunasari, S. Y. (2023). Examining the effectiveness of AI-integrated approach in EFL writing: A case of ChatGPT. International Journal of Progressive Sciences and Technology (IJPSAT), 39(2), 357-368. http://doi.org/10.52155/ijpsat.v39.2.5516
Ho Chi Minh City University of Physical Education and Sports (UPES). (2024). Announcement on consideration and recognition of college and university graduation in 2024. https://dtkt.upes.edu.vn/2024/02/02/thong-bao-ve-viec-xet-va-cong-nhan-tot-nghiep-cao-dang-dai-hoc-nam-2024/
Ho, P. X. P. (2024). Using ChatGPT in English Language Learning: A Study on I.T. Students’ Attitudes, Habits, and Perceptions. International Journal of TESOL & Education, 4(1), 55-68. https://doi.org/10.54855/ijte.24414
Huang, H. W., Li, Z., & Taylor, L. (2020, May). The effectiveness of using Grammarly to improve students' writing skills. In Proceedings of the 5th International Conference on Distance Education and Learning (pp. 122-127). https://doi.org/10.1145/3402569.3402594
Iskender, A. (2023). Holy or unholy? Interview with OpenAI’s ChatGPT. European Journal of Tourism Research, 34, 3414-3414. https://doi.org/10.54055/ejtr.v34i.3169
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403. https://doi.org/10.9734/BJAST/2015/14975
Kovačević, D. (2024, March). ChatGPT and teaching and learning of writing within ESP-a friend or a foe? In 2024 23rd International Symposium INFOTEH-JAHORINA (INFOTEH) (pp. 1-6). IEEE. https://doi.org/10.1109/INFOTEH60418.2024.10495982
Lee, Y. J., Davis, R. O., & Lee, S. O. (2024). University students’ perceptions of artificial intelligence-based tools for English writing courses. Online Journal of Communication and Media Technologies, 14(1), e202412. https://doi.org/10.30935/ojcmt/14195
Levine, S., Beck, S. W., Mah, C., Phalen, L. & PIttman, J. (2024). How do students use ChatGPT as a writing support? Journal of Adolescent & Adult Literacy, 00, 1–13. https://doi.org/10.1002/jaal.1373
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Mubaroq, F. A., Kamalia, K. F., & Zenico, L. (2024, June). The advantages and disadvantages of using ChatGPT for writing skills in higher school. In Conference on English Language Teaching (Vol. 4, No. 1, pp. 178-183). https://doi.org/10.24090/celti.2024.1021
Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8
Rahman, N. A. A., Zulkornain, L. H., & Hamzah, N. H. (2022). Exploring artificial intelligence using automated writing evaluation for writing skills. Environment-Behaviour Proceedings Journal, 7(SI9), 547-553. https://doi.org/10.21834/ebpj.v7iSI9.4304
Rawas, S. (2024). ChatGPT: Empowering lifelong learning in the digital age of higher education. Education and Information Technologies, 29(6), 6895-6908. https://doi.org/10.1007/s10639-023-12114-8
Su, Y., Lin, Y., & Lai, C. (2023). Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
The Ministry of Education and Training (MOET). (2014). Circular 01/2014/TT-BGDĐT promulgating the 6-level foreign language proficiency framework for use in Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-01-2014-TT-BGDDT-Khung-nang-luc-ngoai-ngu-6-bac-Viet-Nam-220349.aspx
Tran, T. P., & Ngo, N. P. Q. (2024, August). Challenges encountered by the first-year students in English writing paragraphs. In ICTE Conference Proceedings (Vol. 5, pp. 64-74). https://doi.org/10.54855/ictep.2456
Tran, T. N. P. (2024, August). The Influence of the ChatterKid App on the English-speaking Skills of Tertiary Students. In ICTE Conference Proceedings (Vol. 5, pp. 1-11). https://doi.org/10.54855/ictep.2451
Wahyuddin, W., Hasman, H., & Ramadhani Idris, A. (2023). Implementation of ChatGPT on English class essay writing skills in university students. Implementation of ChatGPT on English Class Essay Writing Skills in University Students, 6(4), 700-707. https://doi.org/10.34050/elsjish.v5i3.22230
Zebua, J. A. Z., & Katemba, C. V. (2024). Students' perceptions of using the OpenAI ChatGPT application in improving writing skills. Journal of Language and Literature Studies, 4(1), 110-123. https://doi.org/10.36312/jolls.v4i1.1805
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Truong Cam Quynh, Tran Thi Minh Hien
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the picte the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment 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 proceedings' published version of the work (e.g., post it to an institutional repository, in a journal, or publish it in a book), with an acknowledgment of its initial publication in this proceedings.
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.
