TEACHER AND STUDENT PERCEPTIONS OF CHATGPT IN ACADEMIC WRITING AND ESL CLASSROOMS

Аннотация

This article explores the perceptions of teachers and students regarding the use of ChatGPT in academic writing within English as a Second Language (ESL) classrooms. With artificial intelligence (AI) increasingly influencing language learning, tools like ChatGPT are becoming accessible and popular among ESL learners. The research investigates the perceived benefits, drawbacks, ethical concerns, and pedagogical implications of integrating ChatGPT into ESL writing instruction. Through a mixed-methods approach involving surveys and interviews, the study identifies emerging attitudes and practices, highlighting the potential of ChatGPT to enhance ESL writing skills while also raising important concerns about academic integrity and student dependence. Keywords:ChatGPT, Artificial Intelligence, ESL Classrooms, Academic Writing, Language Learning, Teacher Perceptions, Student Perceptions, Educational Technology, AI Literacy, Academic Integrity, Plagiarism, AI in Education. The integration of artificial intelligence (AI) in education has accelerated in recent years, particularly with the release of advanced natural language processing tools such as ChatGPT. Developed by OpenAI, ChatGPT is a generative AI chatbot capable of producing fluent, contextually appropriate responses to user prompts, including academic writing assistance. While the tool has garnered attention for its ability to support student writing, it has also raised concerns about misuse, plagiarism, and the redefinition of academic skills. In the context of English as a Second Language (ESL) classrooms, where students often struggle with linguistic expression, ChatGPT offers https://scientific-jl.org/obr Выпуск журнала №-71 347 Часть–2_ июня–2025 ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 2181- 3187 both promise and pitfalls. This article examines how both ESL teachers and students perceive the use of ChatGPT in academic writing tasks. Recent studies suggest that AI tools like ChatGPT can support academic writing by providing real-time grammar correction, vocabulary suggestions, and idea generation. In academic writing, especially for second-language learners, coherence and grammatical accuracy are major concerns. ChatGPT can assist in these areas by generating structured content and reformulating ideas. However, some scholars warn against over-reliance, as students may bypass the learning process and reduce their engagement with critical writing tasks. Teachers and students often differ in their attitudes toward educational technologies. According to Warschauer, teachers may be skeptical of new tools that disrupt established pedagogical practices, while students are more willing to embrace technology if it enhances their learning. In ESL contexts, the digital divide also influences the adoption and acceptance of AI tools. Some learners may lack access to the necessary digital literacy skills, limiting their ability to use tools like ChatGPT effectively. One major concern is the ethical use of ChatGPT in academic contexts. Issues such as plagiarism, authenticity, and reduced critical thinking skills have been raised. Educators are now grappling with how to teach academic integrity alongside digital fluency. The blurred line between assistance and authorship challenges traditional notions of originality and ownership in writing. Moreover, the lack of clear institutional policies on AI use in education exacerbates confusion for both instructors and students. This study employed a mixed-methods approach: Participants: 12 ESL instructors and 45 university-level ESL students in a preparatory academic writing course. Data Collection: Online surveys and semi-structured interviews. https://scientific-jl.org/obr Выпуск журнала №-71 348 Часть–2_ июня–2025 ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ 2181- 3187 Instruments: Likert-scale questionnaires and open-ended interview prompts focused on experience, perceived benefits and challenges, and ethical considerations. Data Analysis: Quantitative data were analyzed using descriptive statistics; qualitative data were coded thematically using grounded theory principles. The study was conducted over a period of 8 weeks in a university ESL program. All participants were briefed on the research purpose and gave informed consent. The student group included both undergraduate and graduate learners from diverse linguistic and cultural backgrounds. Most students (82%) reported using ChatGPT for generating ideas, checking grammar, and reformulating sentences. Positive feedback included improved confidence, better understanding of structure, and faster writing. A number of students mentioned using ChatGPT as a "language coach" that provided immediate feedback and clarification. Some students admitted to copying AI-generated content without revision, especially under deadline pressure. 26% of respondents indicated they had submitted writing assignments with significant sections composed by ChatGPT. While 58% of teachers