Puteri, Celiacika Gustisiwi (2024) The impact of using chatgpt as a writing assistant on efl students’ argumentative essay writing / Celiacika Gustisiwi Puteri</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Argumentative essay writing represents one of the most advanced forms of academic writing as it demands critical thinking skills and the ability to present and support arguments with well-reasoned evidence. A distinctive feature of argumentative essays is the incorporation of counterarguments which requires students to engage with opposing perspectives to strengthen their own arguments through elaboration justification and credible evidence. Mastery of this skill is essential for EFL students as it reflects their ability to think critically and communicate effectively in English. Various instructional strategies and tools have been introduced. Among these the integration of ChatGPT is gaining attention for its potential to provide personalized immediate feedback on both content and language aspects in the pre-writing and post-writing stages. The ability of ChatGPT to scaffold learning by addressing structural linguistic and argumentative weaknesses makes it a promising educational tool. Therefore this study aims to assess whether this innovative approach significantly impacts students rsquo argumentative essay writing quality compared to conventional instructional methods. Design of this research employs a quasi-experimental to examine differences in essay quality between students using ChatGPT as a writing assistant (experimental group) and those taught using conventional methods (control group). Data were gathered from 35 students in their third semester who were enrolling in an Essay Writing course. The intervention was conducted over seven sessions each lasting 100 minutes. The quality of argumentative essays was assessed by analyzing the pre- and post-test scores from both groups with statistical analyses conducted using t-tests in SPSS 21. Additionally the magnitude of improvement in each argumentative aspect was analyzed to identify which aspect was most influenced by the intervention. Finally a closed-ended questionnaire was distributed to the experimental group to explore their perceptions of using ChatGPT as a writing aid for argumentative essays. The research findings indicate a significant improvement in the quality of students rsquo argumentative essays across both groups from pre-test to post-test (p 0.000). However the analysis of post-test scores across the groups revealed no significant differences as indicated by the independent t-test (p 0.128). This outcome is attributed to each groups rsquo unique strengths during the learning process. Looking at the magnitude of improvements the experimental group excelled in argumentation-related aspects while the control group performed better in language-focused aspects. Thus the use of both ChatGPT and conventional method positively impacted the process of learning argumentative essay writing. Lastly students generally expressed positive perceptions of using ChatGPT to assist in writing argumentative essay (x 3.711) assessed across four aspects usefulness ease of use ease of learning and satisfaction. Therefore ChatGPT is considered an effective complement to conventional teaching methods in enhancing the quality of students rsquo argumentative essays rather than a complete substitute. The research findings highlight significant benefits for students from tools like ChatGPT which is available 24/7 and provides instant feedback mdash an inherent limitation for educators. However students are encouraged to use ChatGPT as a support tool particularly for brainstorming ideas to foster critical thinking and receiving language feedback rather than relying on it to complete entire assignments. Teachers are advised to assess students rsquo critical thinking skills through practical tasks (hands-on tasks) and discussions on localized topics relevant to their experiences. Such approaches improve student engagement while also minimizing the likelihood of academic dishonesty as specific and localized topics are harder to source online. Additionally formative assessments such as reflective journals class discussions project-based assessments or portfolios are recommended to track students learning progress throughout the course. Finally higher education policymakers should establish clear guidelines for the use of ChatGPT and other AI-based tools in learning. Well-defined regulations on the scope and appropriate uses of AI can provide a win-win solution as AI is an unavoidable aspect of technological advancement that requires thoughtful adaptation.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 07 Jan 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/365589 |
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