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TESL Pre-Service Teachers' Perceptions on the Use of ChatGPT in Final Year Project Writing.

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Bibliographic Details
Title: TESL Pre-Service Teachers' Perceptions on the Use of ChatGPT in Final Year Project Writing.
Authors: Sanny, Rozaika Abdul1 rozaika@graduate.utm.my, Na, Kew Si1 snkew@utm.my, Kew, Si-Roei2 srkew@ukm.edu.my
Source: Arab World English Journal. 2025 Special Issue, p327-341. 15p.
Subject Terms: *Artificial intelligence, *Academic dissertations, *Ethical problems, *Mixed methods research, *English language education, *Academic discourse, *Student teachers, ChatGPT
Abstract: The utilization of Artificial Intelligence in an educational context has been a recent phenomenon, especially in higher education organizations or among university students. This study explores TESL Pre-Service teachers' perceptions of using ChatGPT in Final Year Project writing, considering their dual perspectives as university students and future English teachers. Given the limited research on students' views of Artificial Intelligence in academic writing, this study aims to examine ChatGPT's perceived usefulness and ease of use, its actual application in writing Final Year Project papers, and the ethical concerns associated with its use. A mixed method was used in this research. Data collection involved a questionnaire distributed to 54 TESL Pre-Service teachers and semi-structured interviews with five selected participants. Findings indicate a generally positive perception of ChatGPT's usefulness and ease of use, as reflected in the. However, qualitative data from interviews reveal that students primarily use ChatGPT during for idea generation and information gathering. These concerns, highlighted in interviews, suggest a cautious approach among students regarding artificial intelligence-assisted academic writing. The provide valuable insights for educators, policymakers, and researchers, emphasizing the need to balance technological integration with academic integrity. It is recommended that future research could explore ways to enhance Artificial Intelligence's role in education while maintaining ethical standards, ensuring that technology supports rather than compromises the learning process in higher education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The utilization of Artificial Intelligence in an educational context has been a recent phenomenon, especially in higher education organizations or among university students. This study explores TESL Pre-Service teachers' perceptions of using ChatGPT in Final Year Project writing, considering their dual perspectives as university students and future English teachers. Given the limited research on students' views of Artificial Intelligence in academic writing, this study aims to examine ChatGPT's perceived usefulness and ease of use, its actual application in writing Final Year Project papers, and the ethical concerns associated with its use. A mixed method was used in this research. Data collection involved a questionnaire distributed to 54 TESL Pre-Service teachers and semi-structured interviews with five selected participants. Findings indicate a generally positive perception of ChatGPT's usefulness and ease of use, as reflected in the. However, qualitative data from interviews reveal that students primarily use ChatGPT during for idea generation and information gathering. These concerns, highlighted in interviews, suggest a cautious approach among students regarding artificial intelligence-assisted academic writing. The provide valuable insights for educators, policymakers, and researchers, emphasizing the need to balance technological integration with academic integrity. It is recommended that future research could explore ways to enhance Artificial Intelligence's role in education while maintaining ethical standards, ensuring that technology supports rather than compromises the learning process in higher education. [ABSTRACT FROM AUTHOR]
ISSN:22299327
DOI:10.24093/awej/call11.20