How Do Students Use ChatGPT as a Writing Support?
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| Title: | How Do Students Use ChatGPT as a Writing Support? |
|---|---|
| Language: | English |
| Authors: | Sarah Levine (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. 2025 68(5):445-457. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Natural Language Processing, Artificial Intelligence, Technology Uses in Education, Writing (Composition), High School Students, Student Behavior, Persuasive Discourse, Cues |
| DOI: | 10.1002/jaal.1373 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | Educators and researchers are interested in ways that ChatGPT and other generative AI tools might move beyond the role of "cheatbot" and become part of the network of resources students use for writing. We studied how high school students used ChatGPT as a writing support while writing arguments about topics like school mascots. We asked: What did students prompt ChatGPT to do? And how did students take up ChatGPT's responses to those prompts? We used Flower and Hayes' writing model to analyze screencasts of students interacting with ChatGPT and one another as they planned, drafted, and reviewed their arguments. Our data show that while planning and drafting, students primarily asked ChatGPT for ideas and then built upon those ideas to develop their own arguments. While reviewing, they generally used ChatGPT as they might use Grammarly or other editing tools. Students also compared their writing with that of ChatGPT, which allowed them to identify their unique writing voices and build meta-level understandings of rhetorical choices and effects. Our study indicates that ChatGPT can become a part of a social, distributed model of writing, and that students can use ChatGPT as a resource for writing without sidestepping the processes of planning, drafting, and reviewing. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460644 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1460644 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How Do Students Use ChatGPT as a Writing Support? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sarah+Levine%22">Sarah Levine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8986-3229">0000-0002-8986-3229</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+W%2E+Beck%22">Sarah W. Beck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2767-5097">0000-0002-2767-5097</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chris+Mah%22">Chris Mah</searchLink><br /><searchLink fieldCode="AR" term="%22Lena+Phalen%22">Lena Phalen</searchLink><br /><searchLink fieldCode="AR" term="%22Jaylen+PIttman%22">Jaylen PIttman</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2025 68(5):445-457. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Natural+Language+Processing%22">Natural Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/jaal.1373 – Name: ISSN Label: ISSN Group: ISSN Data: 1081-3004<br />1936-2706 – Name: Abstract Label: Abstract Group: Ab Data: Educators and researchers are interested in ways that ChatGPT and other generative AI tools might move beyond the role of "cheatbot" and become part of the network of resources students use for writing. We studied how high school students used ChatGPT as a writing support while writing arguments about topics like school mascots. We asked: What did students prompt ChatGPT to do? And how did students take up ChatGPT's responses to those prompts? We used Flower and Hayes' writing model to analyze screencasts of students interacting with ChatGPT and one another as they planned, drafted, and reviewed their arguments. Our data show that while planning and drafting, students primarily asked ChatGPT for ideas and then built upon those ideas to develop their own arguments. While reviewing, they generally used ChatGPT as they might use Grammarly or other editing tools. Students also compared their writing with that of ChatGPT, which allowed them to identify their unique writing voices and build meta-level understandings of rhetorical choices and effects. Our study indicates that ChatGPT can become a part of a social, distributed model of writing, and that students can use ChatGPT as a resource for writing without sidestepping the processes of planning, drafting, and reviewing. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1460644 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1460644 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jaal.1373 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 445 Subjects: – SubjectFull: Natural Language Processing Type: general – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: High School Students Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Persuasive Discourse Type: general – SubjectFull: Cues Type: general Titles: – TitleFull: How Do Students Use ChatGPT as a Writing Support? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sarah Levine – PersonEntity: Name: NameFull: Sarah W. Beck – PersonEntity: Name: NameFull: Chris Mah – PersonEntity: Name: NameFull: Lena Phalen – PersonEntity: Name: NameFull: Jaylen PIttman IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1081-3004 – Type: issn-electronic Value: 1936-2706 Numbering: – Type: volume Value: 68 – Type: issue Value: 5 Titles: – TitleFull: Journal of Adolescent & Adult Literacy Type: main |
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