Understanding Student Perception Regarding The Use of ChatGPT in Their Argumentative Writing: A Qualitative Inquiry

Ahmad Azmi AbdelHamid Esmaeil, Dg Norizah Ag Kiflee@Dzulkifli, Ismail Maakip, Ovelyn Ozy Mantaluk, Sanen Marshall

Abstract


This study is a qualitative study to understand perception regarding the use of ChatGPT in their argumentative writing. Argumentative writing equips students with the opportunity to emulate scientists, allowing them to collect data, analyse, and justify their findings while addressing research questions. This method has been proven to enhance both their learning and critical thinking abilities. However, with the rise of AI tools like ChatGPT, which are becoming increasingly popular among university students, concerns have emerged about their potential impact on students' capacity to craft argumentative papers. This study delves into these concerns, focusing on students' perceptions of ChatGPT's role in their argumentative writing endeavours. Employing qualitative research methods, seventeen students were selected as respondents using purposive sampling. The respondents were tasked with reflecting on this issue. The results from the analysis of documents indicated that although students acknowledge the extensive capabilities of ChatGPT, including its ability to provide information and guidance and decrease both research expenses and time consumption, they also voice apprehensions. These include doubts about ChatGPT's accuracy, potential over-reliance which could diminish their learning and critical thinking, and the looming risk of plagiarism. The study suggests that while embracing these tools can help produce meaningful argumentative writing more efficiently, caution must be taken to avoid unchecked use of ChatGPT in writing.

 

Keywords: Student perception, ChatGPT, argumentative writing, qualitative inquiry, artificial intelligence.

 

https://doi.org/10.17576/JKMJC-2023-3904-08


Full Text:

PDF

References


Aguirre-Mendez, C., Chen, Y.-C., Terada, T., & Techawitthayachinda, R. (2020). Predicting components of argumentative writing and achievement gains in a general chemistry course for nonmajor college students. Journal of Chemical Education, 97(8), 2045–2056. https://doi.org/10.1021/acs.jchemed.0c00042

Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. Q. (2023). Impact of ChatGPT on learning motivation: Teachers and students’ voices. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51

Birhane, A., Kasirzadeh, A., Leslie, D., & Wachter, S. (2023). Science in the age of large language models. Nature Reviews Physics, 5(5), 277–280. https://doi.org/k8fk

Bonsu, E. M., & Baffour-Koduah, D. (2023). From the consumers’ side: Determining students’ perception and intention to use ChatGPT in Ghanaian higher education. Journal of Education, Society & Multiculturalism, 4(1), 1–29. https://doi.org/k8fm

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cavagnetto, A. R. (2010). Argument to Foster scientific literacy: A review of argument interventions in K–12 science contexts. Review of Educational Research, 80(3), 336–371. https://doi.org/10.3102/0034654310376953

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. Cornell University. https://doi.org/k8fn

Chen, Y.-C., & Steenhoek, J. (2014). Arguing like a scientistengaging students in core scientific practices. The American Biology Teacher, 76(4), 231–237. https://doi.org/f6gpd4

Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303. https://doi.org/10.1039/C6RP00167J

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). SAGE.

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/grxchw

Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2195846

Golan, R., Reddy, R., Muthigi, A., & Ramasamy, R. (2023). Artificial intelligence in academic writing: A paradigm-shifting technological advance. Nat Rev Urol.

Herbold, S., Hautli-Janisz, A., Heuer, U., Kikteva, Z., & Trautsch, A. (2023, April 24). AI, write an essay for me: A large-scale comparison of human-written versus ChatGPT-generated essays. Cornell University. https://arxiv.org/abs/2304.14276v1

Hutson M. (2022). Could AI help you to write your next paper? Nature, 611, 192–193.

Jang, J., & Hand, B. (2017). Examining the value of a scaffolded critique framework to promote argumentative and explanatory writings within an argument-based inquiry approach. Research in Science Education, 47(6), 1213–1231. https://doi.org/gcm7vp

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/gsddk3

Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153–191. https://doi.org/10.1207/s15327809jls1502_1

Neumann, M., Rauschenberger, M., & Schön, E.-M. (2023). “We need to talk about ChatGPT”: The future of AI and higher education. Hochschule Hannover - University of Applied Sciences and Arts. https://doi.org/10.25968/opus-2467

Qadir, J., (2022). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education [Preprint]. TechRxiv. https://doi.org/k8hx

Rahman, Md. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783. https://doi.org/gsmfvt

Ryu, S., & Sandoval, W. A. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96(3), 488–526. https://doi.org/10.1002/sce.21006

Sampson, V., & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447–472. https://doi.org/10.1002/sce.20276

Sharples, M. (2022). Automated essay writing: An AIED opinion. International Journal of Artificial Intelligence in Education, 32(4), 1119–1126. https://doi.org/k8hr

Shultz, G. V., & Gere, A. R. (2015). Writing-to-learn the nature of science in the context of the Lewis Dot Structure Model. Journal of Chemical Education, 92(8), 1325–1329. https://doi.org/10.1021/acs.jchemed.5b00064

Silva, A. D. O., & Janes, D. D. S. (2021). The emergence of ChatGPT and its implications for education and academic research in the 21st century. Review of Artificial Intelligence in Education, 2(00), e06. https://doi.org/10.37497/rev.artif.intell.education.v2i00.6

Sullivan, M., Kelly, A., & Mclaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 31-40. https://doi.org/10.37074/jalt.2023.6.1.17

Sysoev, P. V., & Philatov, E. M. (2023). ChatGPT в исследовательской работе студентов: Запрещать или обучать? (ChatGPT in student research: Prohibit or educate?) Вестник Тамбовского Университета. Серия: Гуманитарные Науки, 28(2), 276-301. https://www.elibrary.ru/item.asp?id=53738453

Wagner, M. W., & Ertl-Wagner, B. B. (2023). Accuracy of information and references using ChatGPT-3 for retrieval of clinical radiological information. Canadian Association of Radiologists Journal, 084653712311711. https://doi.org/k8hw

Walker, J. P., & Wolf, S. F. (2017). Getting the argument started: A variation on the density investigation. Journal of Chemical Education, 94(5), 632–635. https://doi.org/gbhsbw

Welding, L. (2023, March 27). Half of college students say using AI is cheating. BestColleges. https://www.bestcolleges.com/research/college-students-ai-tools-survey/

Yan, D. (2023). Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Educ Inf Technol, 28, 13943–13967. https://doi.org/10.1007/s10639-023-11742-4

Zhai, X. (2022) ChatGPT user experience: Implications for education. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4312418


Refbacks

  • There are currently no refbacks.


e-ISSN: 2289-1528