Students’ Perceived Usefulness and Satisfaction with ChatGPT in Writing: A Quantitative Analysis
DOI:
https://doi.org/10.24197/6es65z75Keywords:
ChatGPT, perceived usefulness, writing satisfaction, AI-assisted writing, ESL studentsAbstract
The rapid advancement of technology has raised concerns about Artificial Intelligence (AI) in education. This study examines students’ perceptions of ChatGPT’s usefulness and their satisfaction with its application in writing. Informed by the theoretical underpinnings of the Technology Acceptance Model (TAM), it investigates whether perceived usefulness would be a predictor of students’ acceptance of ChatGPT as a writing aid. Findings reveal positive perceptions of ChatGPT for idea generation but a neutral view of its indispensability in writing. A weak negative correlation was found between perceived usefulness and writing satisfaction. This study contributes to the discussion on AI integration in writing classes, providing insights for optimizing AI tools to enhance academic writing.
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