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Asenaths FINAL 8.5.24 with cert.pdf (842.69 KB)

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International College Students’ Perceptions of Using ChatGPT in Producing Academic Essays

Mosoti, Asenath Kemuma
http://orcid.org/0009-0009-9788-954X
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722989326812895

Abstract Details

2024, Master of Arts in English, Youngstown State University, Department of Languages.
The rise of Generative Artificial Intelligence (GAI) technologies accessible to everyday users has attracted significant attention, including in education. For instance, ChatGPT attracted over 1 million users in less than a week after its release, marking one of the fastest-growing forms of AI. These technologies have the potential to transform the products and processes of writing, especially those of L2 writers who face challenges with composing. However, scholars and instructors have raised concerns about the potential ethical issues surrounding their use, especially in cases of accusations of cheating or plagiarism. At the same time, less is known about the perspectives of students, including international and L2 students, who have the most to lose in instances of accusations of lack of academic integrity or plagiarism. To respond to this gap, my study uses sociocultural theory to examine multilingual university students’ perceptions of ChatGPT as a scaffold for writing academic essays. Participants were 11 international students enrolled in a developmental composition course for undergraduate L2 writers at a mid-sized U.S. university in the Midwest. Data collection included a classroom intervention utilizing ChatGPT, a pre-intervention questionnaire, a post-intervention questionnaire, and semi-structured interviews. Overall, findings include that these students’ perceptions are divided, and individual students may be torn about how useful ChatGPT is. Specifically, in various areas, students rated ChatGPT as less helpful than what other scholars have found (e.g., word-, sentence- and some discourse-level scaffolds; Sumakul, 2023). Additionally, students’ perceptions of using ChatGPT as a scaffold were not as positive as getting feedback on their writing from a peer. However, students also became less concerned about the accuracy and trustworthiness of ChatGPT after being exposed to it. Theoretical and pedagogical implications are discussed.
Nicole Pettitt, PhD (Advisor)
Cynthia Vigliotti, MA (Committee Member)
Jay Gordon, PhD (Committee Member)
67 p.
Artificial Intelligence; Educational Technology; English As A Second Language; Linguistics
Artificial Intelligence in writing; Second Language Writing; Technology in Education

Recommended Citations

Citations

  • Mosoti, A. K. (2024). International College Students’ Perceptions of Using ChatGPT in Producing Academic Essays [Master's thesis, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722989326812895

    APA Style (7th edition)

  • Mosoti, Asenath. International College Students’ Perceptions of Using ChatGPT in Producing Academic Essays . 2024. Youngstown State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722989326812895.

    MLA Style (8th edition)

  • Mosoti, Asenath. "International College Students’ Perceptions of Using ChatGPT in Producing Academic Essays ." Master's thesis, Youngstown State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1722989326812895

    Chicago Manual of Style (17th edition)

ysu1722989326812895
234
© 2024, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.