Examining the Use of ChatGPT in Argumentative Writing: A Mixed Methods Study
Saved in:
| Title: | Examining the Use of ChatGPT in Argumentative Writing: A Mixed Methods Study |
|---|---|
| Language: | English |
| Authors: | Nagaletchimee Annamalai (ORCID |
| Source: | Journal of Advanced Academics. 2025 36(3):521-550. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Persuasive Discourse, Writing (Composition), Technology Uses in Education, Student Attitudes, Expectation, Social Influences, Self Efficacy, Habit Formation, Writing Skills, Program Effectiveness, Essays, Foreign Countries, College Students |
| Geographic Terms: | Malaysia |
| DOI: | 10.1177/1932202X251333859 |
| ISSN: | 1932-202X 2162-9536 |
| Abstract: | The study explored the adoption of ChatGPT in argumentative writing among students using the Unified Theory of Acceptance and Use of Technology model as a framework. A mixed methods study was employed, and data were collected from surveys, interviews and document analysis (essays). The study revealed that participants' acceptance of ChatGPT is linked to performance expectancy, effort expectancy, facilitation conditions, social influence, self-efficacy, and habit. However, establishing habitual use is still in its initial phases, and social influences are not the primary drivers behind students' adoption of the tool. Participants reported improved organization, expanded vocabulary, and valuable writing prompts, enhancing their learning experience in argumentative writing. Participants intended to continue using ChatGPT for essay writing, acknowledging its significant contribution to argumentative writing. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477043 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The study explored the adoption of ChatGPT in argumentative writing among students using the Unified Theory of Acceptance and Use of Technology model as a framework. A mixed methods study was employed, and data were collected from surveys, interviews and document analysis (essays). The study revealed that participants' acceptance of ChatGPT is linked to performance expectancy, effort expectancy, facilitation conditions, social influence, self-efficacy, and habit. However, establishing habitual use is still in its initial phases, and social influences are not the primary drivers behind students' adoption of the tool. Participants reported improved organization, expanded vocabulary, and valuable writing prompts, enhancing their learning experience in argumentative writing. Participants intended to continue using ChatGPT for essay writing, acknowledging its significant contribution to argumentative writing. |
|---|---|
| ISSN: | 1932-202X 2162-9536 |
| DOI: | 10.1177/1932202X251333859 |
