ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-71
Часть–2_ июня–2025
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TEACHER AND STUDENT PERCEPTIONS OF CHATGPT IN
ACADEMIC WRITING AND ESL CLASSROOMS
Khusanova Mukaddas Mavlonovna
Uzbek State World Languages
Universite English Faculty 1
English integrated course №1
Abstract:
This article explores the perceptions of teachers and students regarding
the use of ChatGPT in academic writing within English as a Second Language (ESL)
classrooms. With artificial intelligence (AI) increasingly influencing language
learning, tools like ChatGPT are becoming accessible and popular among ESL
learners. The research investigates the perceived benefits, drawbacks, ethical concerns,
and pedagogical implications of integrating ChatGPT into ESL writing instruction.
Through a mixed-methods approach involving surveys and interviews, the study
identifies emerging attitudes and practices, highlighting the potential of ChatGPT to
enhance ESL writing skills while also raising important concerns about academic
integrity and student dependence.
Keywords
:ChatGPT, Artificial Intelligence, ESL Classrooms, Academic
Writing, Language Learning, Teacher Perceptions, Student Perceptions, Educational
Technology, AI Literacy, Academic Integrity, Plagiarism, AI in Education.
The integration of artificial intelligence (AI) in education has accelerated in recent
years, particularly with the release of advanced natural language processing tools such
as ChatGPT. Developed by OpenAI, ChatGPT is a generative AI chatbot capable of
producing fluent, contextually appropriate responses to user prompts, including
academic writing assistance. While the tool has garnered attention for its ability to
support student writing, it has also raised concerns about misuse, plagiarism, and the
redefinition of academic skills. In the context of English as a Second Language (ESL)
classrooms, where students often struggle with linguistic expression, ChatGPT offers
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-71
Часть–2_ июня–2025
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3187
both promise and pitfalls. This article examines how both ESL teachers and students
perceive the use of ChatGPT in academic writing tasks.
Recent studies suggest that AI tools like ChatGPT can support academic writing
by providing real-time grammar correction, vocabulary suggestions, and idea
generation. In academic writing, especially for second-language learners, coherence
and grammatical accuracy are major concerns. ChatGPT can assist in these areas by
generating structured content and reformulating ideas. However, some scholars warn
against over-reliance, as students may bypass the learning process and reduce their
engagement with critical writing tasks.
Teachers and students often differ in their attitudes toward educational
technologies. According to Warschauer, teachers may be skeptical of new tools that
disrupt established pedagogical practices, while students are more willing to embrace
technology if it enhances their learning. In ESL contexts, the digital divide also
influences the adoption and acceptance of AI tools. Some learners may lack access to
the necessary digital literacy skills, limiting their ability to use tools like ChatGPT
effectively.
One major concern is the ethical use of ChatGPT in academic contexts. Issues
such as plagiarism, authenticity, and reduced critical thinking skills have been raised.
Educators are now grappling with how to teach academic integrity alongside digital
fluency. The blurred line between assistance and authorship challenges traditional
notions of originality and ownership in writing. Moreover, the lack of clear institutional
policies on AI use in education exacerbates confusion for both instructors and students.
This study employed a mixed-methods approach:
•
Participants
: 12 ESL instructors and 45 university-level ESL students in
a preparatory academic writing course.
•
Data Collection
: Online surveys and semi-structured interviews.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-71
Часть–2_ июня–2025
349
2181-
3187
•
Instruments
: Likert-scale questionnaires and open-ended interview
prompts focused on experience, perceived benefits and challenges, and ethical
considerations.
•
Data Analysis
: Quantitative data were analyzed using descriptive
statistics; qualitative data were coded thematically using grounded theory
principles.
The study was conducted over a period of 8 weeks in a university ESL program.
All participants were briefed on the research purpose and gave informed consent. The
student group included both undergraduate and graduate learners from diverse
linguistic and cultural backgrounds.
Most students (82%) reported using ChatGPT for generating ideas, checking
grammar, and reformulating sentences. Positive feedback included improved
confidence, better understanding of structure, and faster writing. A number of students
mentioned using ChatGPT as a "language coach" that provided immediate feedback
and clarification.
Some students admitted to copying AI-generated content without revision,
especially under deadline pressure. 26% of respondents indicated they had submitted
writing assignments with significant sections composed by ChatGPT.
While 58% of teachers recognized the potential of ChatGPT for supporting
struggling writers, they also expressed serious concerns:
Loss of Originality
: 9 of 12 teachers observed decreased creativity and critical
thinking.
Plagiarism:
67% believed students were submitting ChatGPT-generated essays
without proper citation.
Pedagogical Tensions:
Teachers noted a lack of clear institutional guidelines for
AI use.
Several teachers also expressed anxiety about their roles being diminished or
replaced by AI-driven instruction. Others were open to the idea of integrating ChatGPT
into lesson planning as a way to model strong writing practices.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-71
Часть–2_ июня–2025
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The study reveals a complex landscape in which ChatGPT functions as both a
helpful tool and a pedagogical challenge. From a constructivist perspective, the tool
can be used to scaffold writing development, especially for learners lacking
confidence. However, sociocultural theory reminds us that writing is not just linguistic
output—it is a form of meaning-making shaped by interaction, feedback, and
reflection. If students outsource too much of their writing process to AI, they risk losing
these essential components.
Teachers are at the forefront of this paradigm shift. Their concerns highlight the
urgent need for AI literacy training, curriculum redesign, and institutional policies that
define acceptable use. Rather than banning ChatGPT, educators may consider
embracing it as a teachable tool—similar to how calculators were integrated into math
education. Future teacher training programs should include modules on AI integration,
focusing on ethical classroom practices, responsible use, and student-centered
applications. Moreover, further research is needed on how ChatGPT affects long-term
writing proficiency. It remains unclear whether students who rely on AI tools actually
improve their writing skills or merely become better at editing machine-generated
content.
ChatGPT has introduced new dynamics into ESL academic writing instruction.
While many students appreciate the linguistic support, teachers are cautious about the
implications for academic integrity and skill development. For ChatGPT to become a
productive educational tool, educators must strike a balance between embracing
innovation and preserving the core values of language education. This calls for explicit
instruction on responsible AI use, collaborative policy-making, and research-driven
pedagogy. Future directions include longitudinal studies on writing development in AI-
assisted learning environments, as well as the creation of classroom frameworks for
responsible ChatGPT use. As AI continues to evolve, the challenge for educators will
be to ensure that technology enhances, rather than replaces, authentic learning.
The purpose of this article is to investigate and analyze the perceptions of both
teachers and students regarding the use of ChatGPT in academic writing within English
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-71
Часть–2_ июня–2025
351
2181-
3187
as a Second Language (ESL) classrooms. As AI technologies become increasingly
prevalent in education, this study aims to evaluate how ChatGPT influences writing
development, teaching practices, and academic integrity. It explores the pedagogical
opportunities and ethical challenges presented by AI-assisted learning, with the goal of
informing future teaching strategies, curriculum design, and policy-making related to
AI integration in ESL education.
Literature:
1.
Kasneci, E., Sessler, K., Betsch, T., & Kasneci, G. (2023). ChatGPT for good?
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103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
2.
Vygotsky, L. S. (1978).
Mind in Society: The Development of Higher
Psychological Processes
. Harvard University Press.
3.
Warschauer, M. (2004).
Technology and Social Inclusion: Rethinking the
Digital Divide.
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Yin, Y., Chen, A., & Wang, Q. (2023). AI-based scaffolding for ESL writing:
An experimental study on ChatGPT use.
Journal of Educational Technology &
Society
, 26(1), 90-105.
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Zou, B., Wang, D., & Xing, M. (2023). ChatGPT in English language learning:
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https://doi.org/10.1080/09588221.2023.2183395
