English Education Students’ Perceptions of Using ChatGPT for Grammar Correction in Academic Writing at Universitas Negeri Padang
DOI:
https://doi.org/10.24036/pqkaxy34Keywords:
ChatGPT; Grammar Correction; Academic Writing; Technology Acceptance Model; Student PerceptionsAbstract
This study examines English Education students' perceptions of using ChatGPT as a grammar correction tool in academic writing at Universitas Negeri Padang. Employing a descriptive quantitative design with a survey method, the study investigated students' perceptions through the Technology Acceptance Model (TAM) framework, which encompasses four constructs: Perceived Usefulness, Perceived Ease of Use, Behavioral Intention, and Actual Use. The participants were 217 undergraduate students from the class of 2022 who had completed academic writing courses and had prior experience using ChatGPT. Data were collected using a 20-item questionnaire with a four-point Likert scale and analyzed using descriptive statistical analysis with SPSS version 27. The findings revealed that students held very positive perceptions across all four TAM indicators: Perceived Usefulness (mean = 3.33), Perceived Ease of Use (mean = 3.38), Behavioral Intention (mean = 3.11), and Actual Use (mean = 3.38), with an overall mean of 3.30, categorized as very positive. Students particularly valued ChatGPT's effectiveness in correcting grammatical errors, improving writing quality, and providing immediate feedback. However, concerns emerged regarding over-reliance on AI tools, potential inaccuracies in complex academic contexts, and issues related to academic integrity. The study concludes that ChatGPT has considerable potential as a supportive tool for improving grammatical accuracy and writing efficiency among English Education students, though thoughtful integration with pedagogical guidance remains essential for maximizing its benefits while fostering independent learning and upholding academic integrity.
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