This study explores the use of ChatGPT as a writing assistant among English as a Foreign Language (EFL) students at Dong Nai Technology University (DNTU). Focusing on the perspectives of 120 third-year English majors, the research aims to examine the perceived benefits and challenges of using ChatGPT in academic writing tasks. A mixed-method approach was employed, including a questionnaire and semi-structured interviews. The results indicate that students commonly use ChatGPT to generate ideas, paraphrase sentences, improve vocabulary, and receive quick grammar suggestions. Despite these advantages, concerns such as dependence on AI-generated content, difficulty in verifying information, and the potential for plagiarism were also identified. The findings highlight the importance of promoting critical thinking and digital literacy skills when integrating AI tools into language learning. This research contributes to a better understanding of how EFL learners interact with emerging...
This study explores the use of ChatGPT as a writing assistant among English as a Foreign Language (EFL) students at Dong Nai Technology University (DNTU). Focusing on the perspectives of 120 third-year English majors, the research aims to examine the perceived benefits and challenges of using ChatGPT in academic writing tasks. A mixed-method approach was employed, including a questionnaire and semi-structured interviews. The results indicate that students commonly use ChatGPT to generate ideas, paraphrase sentences, improve vocabulary, and receive quick grammar suggestions. Despite these advantages, concerns such as dependence on AI-generated content, difficulty in verifying information, and the potential for plagiarism were also identified. The findings highlight the importance of promoting critical thinking and digital literacy skills when integrating AI tools into language learning. This research contributes to a better understanding of how EFL learners interact with emerging technologies in academic contexts.