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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI October 2025 | Special Issue on Education
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Exploring Students’ Perceptions on the Use of ChatGPT: A Thematic
Analysis
Kulwant Kaur
1
, Rafidah Sahar
2
, Baljit Kaur
3
1,3
English Language Division, Centre for Languages and Pre-University Academic Development
(CELPAD), International Islamic University Malaysia, Gombak
2
English Language Department, Kulliyah of Sustainable Tourism and Contemporary Languages
Language Division, International Islamic University Malaysia, Pagoh.
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0717
Received: 16 November 2025; Accepted: 22 November 2025; Published: 03 December 2025
ABSTRACT
Artificial Intelligence (AI) is gaining popularity in the field of education due to contemporary technological
advancements. AI learning tools are significant in the current education field as they provide tremendous benefits
to educators and students alike and because of their all-around performance. Among these AI systems, ChatGPT
stands out as a highly sophisticated AI learning tool that has blown up immensely in the education field as it is
programmed with excellent technical, mathematical and computational skills. In the English Language
classroom, students use ChatGPT for unlimited tasks like completing assignments, paraphrasing and
summarising sentences, searching for information and generating ideas among others. However, there was a
need to find out about students’ perceptions of its usefulness as well as its limitations as a learning tool for
students. Thus, this research aimed to investigate the perceptions of university students in the 21st century on
the effectiveness of ChatGPT in their academics. Ten students participated in the research. A convenience
sampling method was used to select students from English for Academic Purpose (EAW) course from the
International Islamic University Malaysia (IIUM). The study is qualitative in nature and data in the form of a
reflective journal were collected using Google form in which students recorded their thoughts. Thematic analysis
method was used to analyse students’ responses. It is hoped that the insights gained from this study will help
language educators understand the benefits and challenges faced by EAW students in their writing classes.
Keywords: ChatGPT, AI, Students’ Perception
INTRODUCTION
Technology is seen as an amazing tool, system or process which has been vastly used in our education system
today. It cannot be denied that technology has reshaped our teaching and learning experiences especially among
language educators. With the advancement in technology, we are able to move from traditional classroom
settings to more interactive digital classrooms, particularly in learning the English Language. Students' learning
experiences have been more interesting and engaging as online learning platforms and AI-driven educational
resources have been used by millions of language teachers and students to gain knowledge.
In this cyberworld, proficiency in the English language has become more crucial than ever, especially among
students at tertiary level. The English language is seen as the most common language used in communication,
business, education, entertainment and so on. The use of AI platforms such as ChatGPT has enhanced students’
ability at a higher level to master the English Language. This allows students to connect with people all around
the world, and engage in a wide range of personalised experiences.
ChatGPT, stands for Chat Generative Pre- Trained Transformer, was developed by an AI research company,
named Open AI (Zhai, 2022). It is a chatbot that uses artificial intelligence and has a feature that allows people
to talk to it in a conversational way. Students at universities find digital tools such as ChatGPT are able to
complete a wide range of tasks such as writing essays or emails, generating ideas for projects or assignments,
answering queries and providing feedback. They find ChatGPT as user-friendly and gives immediate and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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interactive support to them. Hence, that is why the use of ChatGPT can supplement traditional teaching methods
in teaching various courses such as English for Academic Course (EAW).
Many specific English Language courses such as EAW demand thorough writing assignments from students
which emphasise on students’ critical thinking skills. Many universities in Malaysia offer this writing course to
students as a requirement. For example, it is compulsory for all International Islamic University (IIUM)
undergraduates to pass EAW course as this will help students to achieve their academic success. Today, higher
institutions have incorporated technology in the EAW curriculum, particularly online learning platforms and
applications such as ChatGPT to make students’ learning more personalised and supportive. It is important to
ensure that EAW courses taught to tertiary students are always relevant to students by encouraging students to
use online learning platforms to diversify their learning experiences. Integration of ChatGPT into English
language learning programs such as EAW can offer students a versatile and accessible resource to improve their
writing, reading, listening and speaking skills.
However, teachers need to maintain a balance between the use of ChatGPT in their language classrooms with
strategies that can introduce problem solving skills and creativity. This is because over dependence on online
resources such as ChatGPT may hinder students’ critical thinking skills especially in completing their writing
tasks. Hence, this study aims to explore the opportunities and problems that can derive from using technology
like ChatGPT in acquiring English language skills in classrooms.
To address the objectives of the study, the following research questions were posited:
1. What are the benefits of integrating ChatGPT in EAW students’ writing?
2. What problems do EAW students encounter when using ChatGPT?
LITERATURE REVIEW
In this post drastic era, it is a mandatory skill to be exemplary in using AI in order to succeed and flourish in the
current diversified fields and industries. As stressed by Rusmiyanto et al. (2023), AI is able to mimic human
intelligence and has presented extraordinary developments, saturating through society. The integration of AI into
education has also gained popularity, offering promising opportunities to improve language learning and address
students' individual needs. In academic settings as well as in both personal and professional domains, students
need to keep pace with emerging trends and adopt innovative methods to optimize their learning experiences
(Sari, 2023). As advanced technologies continue to develop and offer new possibilities, traditional teaching
methods and conventional classrooms could soon become outdated, leading to a growing reliance on AI for
learning and interaction (Jones et al., 2018).
This is because AI has the potential to benefit and motivate students as well as boost their interest in L2 speaking
and interaction as it provides opportunities needed by them (Kim et al., 2019). Students are engaged with a
unique learning experience tailored to their needs providing them support to overcome challenges that they
encounter daily. Porter and Grippa (2020) meanwhile stressed that students receive immediate feedback when
they use AI-powered tools which assist them in identifying their strengths and weaknesses and progress in their
language learning journey. Research on AI translators indicates that EFL students' drafts contain fewer errors
when using these tools. AI translation also offers benefits like time savings and easy accessibility (Porter &
Grippa, 2020). In addition, in research by Tho (2023), it was found that students believe AI tools save their time,
provide information, provide personalised tutoring and feedback as well as clarify ideas. In this fast-paced world,
it is important to be efficient and the use of quick, responsive and easily accessible tools is paramount. AI
provides various functions that make lives easier and workflows smoother thus saving time and energy for more
creative work.
Among the AI systems, ChatGPT stands out as a highly sophisticated AI tool which helps generate publications
that are systematic, cohesive and mostly accurate (Zhai, 2022). It generates responses that mimic human-like
quality. According to Hasanein and Sobaih (2023), higher education students use ChatGPT for homework, to
assist them to write, solve problems, prepare for tests, analyse data, clarify concepts, support research and
provide supplementary learning materials. ChatGPT is one of the AI-powered tools that students use to assess
their language proficiency and learning style and to personalise learning experiences to meet their daily learning
needs (Chen et al., 2021).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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However, one of the biggest worries about the artificial intelligence-based Chatbot is its impact on education.
There were some concerns that involved the quality and reliability of the sources as well as a lack of accurate
source citation. This is supported by Das and J.V. (2024) as they stressed that even though ChatGPT provides
access to knowledge, promotes individualised learning and reduces students’ workload, there is a limited depth
of understanding, lack of quality of information and absence of higher-order cognitive capabilities. In addition,
Raman (2023) raised ethical concerns, such as a decline in creativity and potential violations of academic
integrity related to the usage of ChatGPT. Furthermore, even though ChatGPT might seem like a miraculous
solution to students' endeavours, it can hinder growth and can lead to a decline in thinking ability and could rob
students of the crucial skill sets.
According to Chauhan (2023), the process in which students grapple with challenges and brainstorm ideas
without using AI tools like ChatGPT could actually hone their problem-solving skills and strengthen their mental
ability. He added that relying completely on Chat GPT without understanding the underlying concepts may cause
unexpected issues in comprehension in the long term as overdependence on Chat GPT could inhibit growth and
stifle the ability to make informed decisions. Researchers are concerned if there is actually learning potential
with the use of AI and if students’ writing skills actually get enhanced (Garcia & Pena, 2011; Lee, 2019;
Navidinia, Aka & Hendevalan, 2019). Nayab et al. (2022) reported that many universities are apprehensive
towards the usage of Chat GPT as it leads to plagiarism and allows cheating to be rampant. In fact, students are
also concerned about matters related to plagiarism, over reliance on ChatGPT and inequitable evaluations and
grading.
According to Khanzode and Sarode (2020), the main deterrent of using AI tools for language learning is
associated with the absence of human interaction. Even though some AI tools yield favourable circumstances
for live conversation with native speakers or language tutors, they lack direct human interaction. This will impact
learning experiences that prioritize customization and real-life scenarios. Meanwhile, Banovac (2023) in an
experiment found that students who used ChatGPT for essay writing yielded unfavourable scores as quality and
authentic content could not be generated compared to essays that were written manually. Banovac concludes
that ChatGPT can be used to aid in assignments and written reports but students should not completely depend
on it. The literature review demonstrates that the use of ChatGPT is pivotal to aid in the enhancement of
educational experiences, generating ideas, developing writing styles and minimizing errors instead of just
expediting work and completing tasks that are assigned to them. Hence, if used appropriately, exploration and
growth with the use of ChatGPT could pave the way for radiating immense success, ensuring a prominent future
and providing impactful learning advancements.
METHODOLOGY
This study adopted a qualitative research design to explore students’ perceptions and experiences of using
ChatGPT in English as a Second Language (ESL) writing classrooms. A qualitative approach enables in-depth
engagement with participants’ subjective experiences, providing rich and nuanced insights that quantitative
methods may not capture. Qualitative research also offers flexibility to identify emergent themes through
iterative interpretation, allowing researchers to construct meaning from participants’ narratives within their
authentic contexts.
Participants
The sample for the study consisted of undergraduate students enrolled in the compulsory English for Academic
Writing (EAW) course at the International Islamic University Malaysia (IIUM) main campus. The study was
conducted during a short semester comprising seven weeks of instruction. All participants were Malaysian
students in their third or fourth year of study across various faculties. Recruitment was voluntary, and students
were informed that participation was anonymous and would not affect their course grades. A total of ten out of
20 students consented to participate and submitted reflective essays for analysis.
Data Collection
The study utilised reflective essays as the primary data collection instrument. In higher education, reflective
writing is widely recognised as a pedagogical tool that promotes metacognitive awareness and critical
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engagement with learning processes (Cho, 2017; Ryan, 2012). Writing a reflective essay encourages students to
transition from unconscious to conscious decision-making, fostering a deeper understanding of their academic
practices. Reflective essays are also considered student-centred and transformative, offering opportunities for
learners to articulate their identities and educational goals (Badley, 2009; Hosein & Rao, 2017). Upon
completion of the EAW course, participants were invited to submit a 300-word reflective essay detailing their
experiences using ChatGPT for writing assignments. To guide their reflections, six prompt questions were
provided via Google Forms. These prompts encouraged students to discuss the perceived benefits, challenges,
and strategies associated with ChatGPT use. The submission process was open for a specified period, and
participants were reminded that their involvement was voluntary and confidential. In total, ten reflective essays
were collected and prepared for thematic analysis.
Data Analysis
The study employed thematic analysis guided by Braun and Clarke’s (2020) six-phase framework to
systematically analyse and interpret the reflective essays. To enhance rigour and trustworthiness, an intercoder
reliability process for qualitative research was incorporated. The process began with a thorough familiarisation
phase, where two coders independently read and reread three (3) selected reflective essays to gain an in-depth
understanding of the content. Initial notes were taken, allowing identification of initial patterns and trends
relevant to the research questions. Next, descriptive codes were developed inductively, remaining close to
participants’ language to preserve meaning. After independent coding, coders discussed the code list and
resolved discrepancies. A shared codebook was created detailing code names, definitions and illustrative
excerpts. During the discussion, new codes were added to the codebook until a reasonable code saturation was
achieved. Both coders then applied the agreed codebook to analyse the remaining essays. Final themes were
constructed through an iterative review and consensus process, supported by representative quotes. This
rigorous, iterative approach effectively captured the complexity of participant experiences, enabling a
comprehensive analysis that was both transparent and grounded in the data.
Table 1 Example of Codebook for Thematic Analysis
Theme
Definition
Code & Description
Participant’s Quotation
Benefits of ChatGPT as a
valuable writing tool
Perceived advantages of
using ChatGPT in ESL
writing
Idea Generation
ChatGPT is used to
brainstorm topics or
generate new ideas in
writing tasks.
“It gives me new ideas….
(Participant A)
Language Support
ChatGPT offers help with
grammar, vocabulary, etc.
“It helps me paraphrase
some articles and
brainstorm topics to ensure
my writing is well-
organised and coherent.”
(Participant C)
Language structure
guidance
ChatGPT helps with
organising the
“It [ChatGPT] assists me
to figure out how to
structure my paragraphs.”
(Participant G)
Challenges and Concerns
Perceived worries or
apprehensions about risks
of using ChatGPT in
writing tasks.
ChatGPT provides
incorrect or unreliable
information
“Sometimes it
[ChatGPT]gives inaccurate
answers.” (Participant B)
Missing or inaccurate
references or citations in
ChatGPT outputs.
“The material provided by
ChatGPT does not always
include citations or
references that I may
utilize in academic
settings.” (Participant F)
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FINDINGS AND DISCUSSION
The thematic analysis of the participants’ reflective essays yielded four main themes. The themes are presented
and discussed in the following paragraphs. Quotations from the participants’ essays will be included to ensure
trustworthiness of the findings, as well as to maintain a better understanding of the analysis.
Benefits of ChatGPT as a Valuable Writing Tool
A majority of the participants described ChatGPT as an instrumental resource in their academic writing process.
ChatGPT is lauded for its role in idea generation, linguistic accuracy and structural organisation in writing tasks.
Several participants highlighted ChatGPT’s capacity to assist with brainstorming and paraphrasing, which they
perceived as particularly useful for overcoming writer’s block during the initial writing process. For instance,
one participant noted, “It’s a great resource for me! It gives me new ideas and insight about certain subjects that
I might not know yet,” (Participant A). Another participant remarked on ChatGPT’s features to enhance language
structure and its clarity, “ChatGPT helps me with assignments by generating ideas, offering suggestions for final
projects, and providing feedback on grammar, style, and clarity. It helps me paraphrase some articles and
brainstorm topics to ensure my writing is well-organised and coherent” (Participant C).
Participants also valued the immediacy of feedback and the intuitive interface of ChatGPT, which allows them
to better focus on content development. The efficient interface contributes to the participants’ confidence, as
they felt empowered to produce more coherent and well-structured language. This sense of efficiency was
frequently associated with improved confidence and productivity, as students felt empowered to produce more
coherent and well-structured texts. “It helps me to word my assignments better. Other than that, it assists me to
figure out how to structure my paragraphs,” [Participant G]. In sum, these reflections suggest that ChatGPT is
perceived beyond convenience but rather as a strategic writing tool that facilitates cognitive engagement and
optimises participants’ writing process.
These findings resonate with existing scholarships on digital writing tools, which underscores their potential to
scaffold language learning and enhance academic performance when integrated thoughtfully into pedagogical
practices. Participants emphasised that ChatGPT was particularly helpful in overcoming writer’s block,
improving grammatical accuracy, and enhancing clarity and coherence in their writing process. These
observations align with the findings of Kim et al., (2019), who reported that AI-based tools can foster motivation
and sustain learners’ interest by presenting diverse opportunities for engagement. Similarly, Hasanein and
Sobaih (2023) demonstrated the effectiveness of ChatGPT in improving university students’ writing skills,
particularly in academic contexts. Collectively, these findings underscore the growing acceptance of the role of
AI tools as pedagogical supports in higher education, particularly in language learning environments where
students seek strategies to enhance both the quality and efficiency of their writing.
Challenges and Concerns of Using ChatGPT in Writing Tasks
While participants acknowledged the benefits of ChatGPT, they also expressed significant concerns regarding
its risks or limitations, particularly in relation to academic integrity and reliability. Several participants expressed
apprehension about plagiarism issues. noting that ideas generated or reformulated by ChatGPT sometimes
resulted in high similarity scores when checked through plagiarism detection tools. One participant wrote:
‘For me, the plagiarism part. Sometimes I will ask ChatGPT about the idea that originally came from my own
journal reading, and they respond to it. Later when I checked the percentage for plagiarism for my original idea,
the plagiarism website said the percentage was high. So, I am kind of frustrated about that (Participant A).’
In addition to plagiarism concerns, some participants highlighted issues of factual inaccuracy and the absence of
proper citations, which limited the academic utility of ChatGPT outputs. As one student reflected in the essay,
“The main issue for me is that the material provided by ChatGPT does not always include citations or references
that I may utilise in academic settings. So even if the information is good, it is useless without citations”
(Participant F). Another participant reflected a similar issue, “Sometimes it gives inaccurate answers”
(Participant B). These reflections underscore the tension between the participants perceived challenges of
ChatGPT and its threat to the rigorous standards of academic writing.
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The challenges identified by participants reveal critical gaps in the integration of AI tools within academic
contexts. While ChatGPT offers efficiency and linguistic support, its inability to guarantee originality, empirical
accuracy, and proper reference raises concerns about academic integrity. These findings echo broader debates
on the ethical and practical implications of AI-assisted writing, particularly in higher education settings where
originality and evidence-based argumentation are paramount. (Vaccino-Salvadore, 2023) In a nutshell, it is
crucial to address the concerns or limitations to ensure that AI technologies such as ChatGPT can complement
students’ progress in language learning contexts instead of compromising academic standards.
Balancing Act: ChatGPT and the Writer’s Voice
Many participants emphasised the necessity of maintaining autonomy and creativity when incorporating
ChatGPT into their writing practices. While acknowledging its usefulness for generating ideas and providing
linguistic support, the participants wrote that ChatGPT should serve as a complement rather than a substitute for
their own intellectual engagement. One participant explained, “I use ChatGPT as a guide, not a replacement for
my own thinking. I double-check its suggestions against legitimate sources and make sure to add my own ideas”
(Participant C). Another participant reflected a similar notion on the importance of adopting ChatGPT in a
balanced way without being overly dependent on it: “ChatGPT, in my opinion, can be used to help and guide
people through the process of writing tasks and assignments. However, this is not an excuse for me to be lazy or
ineffective in my search for deeper knowledge (Participant F). Others expressed concern that excessive reliance
on ChatGPT could erode critical and creative thinking skills: “I think it is important not to rely on it too heavily
because when you use it for every minor detail and point elaboration, you lose your creative and critical thinking
skills” (Participant D). These reflections suggest a deliberate effort among participants to strike a balance
between leveraging AI-generated input and preserving their individual voice, originality, and analytical rigour.
The emphasis on sustaining writers’ voices or autonomy among participants in their reflective essays resonates
with broader scholarly discourse on human-AI collaboration in educational contexts. Han (2025) argues that
while generative AI tools can enhance technical accuracy and efficiency, uncritical dependence on AI risks
creating “cognitive crutches” that undermine originality and higher-order thinking. Similarly, Nguyen et al.
(2024) highlight that iterative, interactive engagement with AI can promote better writing outcomes and foster
self-regulated learning. These perspectives underscore the need for pedagogical frameworks that position AI as
a complementary resource rather than a replacement for human creativity. To conclude, language educators
should encourage students to critically evaluate and adapt AI-generated content in writing classrooms to optimise
their cognitive skills alongside digital proficiency, thereby achieving a balanced integration of human-AI in
academic landscapes.
Navigating AI challenges in ChatGPT
In their reflection, some participants demonstrated a proactive approach in addressing the limitations of ChatGPT
by adopting strategies to ensure the credibility and relevance of its outputs. Rather than accepting generated
content uncritically, the participants engaged in strategies such as verification practices whereby they cross-
checked information against reputable sources. The participants also supplemented ideas or content generated
by ChatGPT with their own ideas or insights. One participant explained, “I double-check its suggestions against
legitimate sources and make sure to add my own ideas. I also edit the content to fit my writing style” (Participant
C). Others reported using alternative platforms like Google to validate information and locate scholarly
references, “With the information provided by ChatGPT, I am going to try and find myself on any website such
as Google. This is because Google covers a wide range of topics, including news, journals, books, and many
more” (Participant F). These reflections indicate that the participants perceive ChatGPT as an initial resource
rather than a definitive authority, emphasising the importance of analytical scrutiny in academic writing.
The strategies employed by participants align with emerging scholarship on critical AI literacy, which advocates
active engagement and evaluative practices when integrating generative tools into learning environments. Raman
(2023) warns that over-reliance on AI can lead to diminished creativity and intellectual autonomy, underscoring
the need for learners to maintain control over their writing processes. Similarly, Selwyn (2023) argues that
responsible use of AI in education requires a balance between technological assistance and human agency,
ensuring that students develop essential skills in critical thinking and independent research. These findings
suggest that pedagogical interventions should prioritize fostering evaluative competencies, enabling students to
discern the reliability of AI-generated content and adapt it to their academic needs. By promoting reflective and
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informed use of ChatGPT, educators can harness its benefits while safeguarding originality, creativity, and
academic integrity in language learning contexts.
LIMITATIONS OF THE STUDY
The study involved only a specific cohort of undergraduates from one university, which restricts the extent to
which the findings can be generalised. Students from different faculties, institutions, or geographical
backgrounds may hold different experiences and perspectives. Furthermore, the study relied primarily on self-
reported data, which may be affected by social desirability bias or limited self-awareness, meaning students
might have misrepresented the extent of their ChatGPT use. The investigation also centred solely on students’
viewpoints; without contributions from EAW instructors, it may not fully reflect the pedagogical challenges
teachers encounter or the strategies they adopt to address AI use in writing classes. In addition, because no
classroom observations were conducted, the study could not capture how students engage with ChatGPT in real
time. Such observational evidence might have provided deeper insight into actual behaviours, usage patterns,
and difficulties. Finally, the sample was limited to learners enrolled in EAW courses, even though students taking
other English modules may interact with AI tools differently.
CONCLUSION
This study has implications that are beneficial for EAW instructors. The findings help instructors understand
students’ problems and teach them to maintain their own academic voice when using ChatGPT. The findings
suggest that students benefit most when ChatGPT is used for brainstorming, vocabulary enhancement, and idea
organisation. Therefore, instructors can integrate guided activities that allow students to use ChatGPT
responsibly during pre-writing and drafting stages. This study also provides awareness for instructors to provide
clearer institutional guidelines and explicit instruction on ethical AI use. Instructors may also need to redesign
writing assignments to encourage process-orientedness so that students’ authentic writing skills are assessed
alongside their ability to use AI tools ethically. Since students recognise the importance of asserting their own
voice, assessments can emphasise originality, creativity, and critical reasoning, ensuring ChatGPT becomes a
support tool rather than a substitute.
For future research, teachers’ views should be taken into consideration in studying the use of ChatGPT among
students in EAW classes. Classroom observations and interviews with students and EAW instructors could also
be carried out to identify common problems faced by students in using ChatGPT in classrooms. Additionally,
the samples could be expanded to all other IIUM students from various English courses. Students from other
universities can be the participants in expanding this research as a more holistic perception of students in using
ChatGPT can be identified. Meanwhile, including international students would provide a more exhaustive
understanding of this topic and promote inclusivity in research efforts. In conclusion, this study sheds light on
the multifaceted perceptions of undergraduates regarding the use of ChatGPT in EAW classrooms, highlighting
both its benefits and challenges. While ChatGPT proves to be a valuable tool in enhancing students' writing, it
also raises important concerns about maintaining academic integrity.
In short, it is important to study undergraduates’ perceptions of the use of ChatGPT in EAW classrooms,
particularly in writing assignments and the challenges they encounter. The findings highlighted a variety of
positive aspects of ChatGPT concerning its valuable role in assisting the participants from generating ideas and
improving terminology usage and contexts to organising written material. Nonetheless, crucial concerns like
dishonesty, inaccurate information, and plagiarism have been noted by the participants as part of the downsides
of utilising AI programs like ChatGPT. Interestingly, the participants disclosed good self-awareness and writer’s
independence towards AI applications, and the most frequently mentioned one is the need for asserting one's
voice, enhancing creativity and carrying out the critical evaluation while utilising ChatGPT. Thus, the current
study reveals that students' interactions with ChatGPT not only support their writing process but also raise their
understanding of the significance of upholding the academic integrity of their work, which runs counter to the
widespread negative view surrounding AI applications on students.
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