BETWEEN ASSISTANCE AND CHEATING: EFL STUDENTS’ PERCEPTIONS OF CHATGPT USE IN THESIS WRITING
DOI:
https://doi.org/10.23969/jp.v11i02.53837Keywords:
ChatGPT, EFL students, thesis writing, academic integrity, ethical ambiguityAbstract
This study examines EFL students’ perceptions of ChatGPT use in thesis writing, particularly in negotiating the boundary between academic assistance and cheating. Using a qualitative narrative inquiry design, data were collected through in-depth interviews to explore students’ experiences. The findings show that ChatGPT is perceived as a valuable academic tool that enhances linguistic accuracy, supports idea generation, and improves writing efficiency, especially for overcoming language barriers. However, its use also creates ethical ambiguity, as students often struggle to distinguish acceptable assistance from academic misconduct. Although students attempt to regulate their use of ChatGPT, their self-regulation is frequently inconsistent and influenced by contextual factors such as academic pressure. These findings highlight the need for clear institutional guidelines and the integration of AI literacy in academic writing instruction to promote responsible and ethical use of generative AI in higher education.
Downloads
References
Abdullah, M. Y. (2025). Probing into EFL students’ perceptions about the impact of utilizing AI-powered tools on their academic writing practices. Education and Information Technologies, 30(15), 21189–21220. https://doi.org/10.1007/s10639-025-13601-w
Almufarreh, A., & Arshad, M. (2023). Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges. Sustainability (Switzerland), 15(8). https://doi.org/10.3390/su15086917
Anik, M. H., Raaz, S. N. C., & Khan, N. (2025). Embracing AI Assistants: Unraveling Young Researchers’ Journey with ChatGPT in Science Education Thesis Writing. International Journal of Artificial Intelligence in Education, 35(1), 225–244. https://doi.org/10.1007/s40593-024-00438-6
Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223–246. https://doi.org/10.1080/23752696.2020.1816847
Bretag, T., & Green, M. (2014). The Role of Virtue Ethics Principles in Academic Integrity Breach Decision-Making. Journal of Academic Ethics, 12(3), 165–177. https://doi.org/10.1007/s10805-014-9209-z
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Cotton, D. R. E., Cotton, P. A., Shipway, J. R., Cotton, D. R. E., Cotton, P. A., Chatting, J. R. S., & Cotton, D. R. E. (2024). Chatting and cheating : Ensuring academic integrity in the era of ChatGPT Chatting and cheating : Ensuring academic integrity in the era. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J.W. and Poth, C. N. (2018). Qualitative Inquiry and Research Design Choosing among Five Approaches (4th Editio). Sage Publications, Inc.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Gustilo, L., Ong, E., & Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity, 20(1), 1–43. https://doi.org/10.1007/s40979-024-00153-8
Imran, M. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level : A systematic review of the literature. 15(4).
Kotsis, K. T. (2024). Artificial Intelligence Creates Plagiarism or Academic Research ? Artificial intelligence and Its Role in Academic Research. European Journal of Arts, Humanities and Social Sciences, 169–179. https://doi.org/10.59324/ejahss.2024.1(6).18
Kvale, S., & Brinkmann, S. (2015). Interviews: Learning the Craft of Qualitative Research Interviewing ((3rd ed.)). Sage Publications.
Levine, S., Beck, S. W., Mah, C., Phalen, L., & PIttman, J. (2025). How do students use ChatGPT as a writing support? Journal of Adolescent and Adult Literacy, 68(5), 445–457. https://doi.org/10.1002/jaal.1373
Lincoln, Y.S. and Guba, E. G. (n.d.). Naturalistic Inquiry. Sage Publication. Retrieved http://dx.doi.org/10.1016/0147-1767(85)90062-8
M. Kimberly MacLin, & Solso, R. L. (2007). Cognitive Psychology. Pearson Education Limited.
Nguyen, K. V. (2025). The Use of Generative AI Tools in Higher Education: Ethical and Pedagogical Principles. Journal of Academic Ethics, 23(3), 1435–1455. https://doi.org/10.1007/s10805-025-09607-1
Patton, M. (2015). qualitative-research-evaluation-methods-by-michael-patton.pdf. Sage Publication.
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
