EFL STUDENTS’ PERCEPTION OF ETHICAL CONCERNS ON USING CHATGPT IN ACADEMIC WRITING
Main Article Content
Abstract
In recent years, there has been an increased interest in the application of artificial intelligence (AI), namely ChatGPT, for educational purposes. However, EFL students' insights of the ethical use of using ChatGPT in academic writing remain unexplored. The purpose of this study is to reveal the EFL students' perspectives on the ethical use of Chat GPT in academic writing. Data were obtained from 54 EFL students who have taken academic writing course by using a Likert Scale questionnaire, with a focus on ethical issues such as plagiarism, academic integrity, over-reliance on ChatGPT, data biases, and unclear guidelines. The findings show that students significantly concerns about the ethical use of ChatGPT, though a small number remain unaware of these issues. The study recommends incorporating ethical education regarding ChatGPT into academic curricula. Lecturers or teachers should focus on helping students understand the ethical challenges related to the application of ChatGPT, such as plagiarism and bias. Additionally, clear guidelines for ChatGPT use in academic writing should be established to promote academic integrity and responsible ChatGPT use.
Article Details
How to Cite
Pasaribu, A. N., Manik, S., Pasaribu, T. K., Sibagariang, R. O., & Saragih, Y. I. (2025). EFL STUDENTS’ PERCEPTION OF ETHICAL CONCERNS ON USING CHATGPT IN ACADEMIC WRITING. English Review: Journal of English Education, 13(1), 39-46. https://doi.org/10.25134/erjee.v13i1.11322
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References
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Castillo-Martinez, I. M., & Ramirez-Montoya, M. S. (2021). Research Competencies to Develop Academic Reading and Writing: A Systematic Literature Review. Frontiers in Education, 5(1), 1–12.
Chan, C. K. Y. (2023). A Comprehensive AI Policy Education Framework for University Teaching and Learning. International Journal of Educational Teachnology in Higher Education, 20(38), 1–25.
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT. Innovation in Education and Teaching International, 61(2), 228–239.
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Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequence of AI and ChatGPT in Educational Settings. Education Sciences, 13(692), 1–13.
Guleria, A., Krishan, K., Sharma, V., & Kanchan, T. (2023). ChatGPT: ethical concerns and challenges in academics and research. Journal of Infection in Developing Countries, 17(9), 1292–1299. https://doi.org/10.3855/jidc.18738
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Huallpa, J. J., Arocutipa, J. P. F., Panduro, W. D., Huete, L. C., & Limo, F. A. F. (2023). Exploring the ethical considerations of using Chat GPT in university education. Periodicals of Engineering and Natural Sciences, 11(4), 105–115. https://www.researchgate.net/publication/373949976
Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say? Online Journal of Communication and Media Technologies, 13(4), 1–20. https://doi.org/10.30935/ojcmt/13572
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Li, S., & Akram, H. (2024). Navigating Pronoun-Antecedent Challenges: A Study of ESL Academic Writing Errors. SAGE Open, 84(4), 1–11.
Malik, M. A., Amjad, A. I., Aslam, S., & Fakhrou, A. (2024). Global Insights: ChatGPT’s Influence on Academic and Research Writing, Creativity, and Plagiarism Policies. Frontier in Research Metrics and Analytics, 80(4), 1–12.
Mijwil, M. M., Hiran, K. K., Doshi, R., Dadhich, M., Al-Mistarehi, A.-H., & Bala, I. (2023). ChatGPT and the Future of Academic Integrity in the Artificial Intelligence Era: A New Frontier. Al-Salam Journal for Engineering and Technology, 2(2), 116–127. https://doi.org/10.55145/ajest.2023.02.02.015
Mustafa, A., Noor Arbab, A., & Ahmed El Sayed, A. (2022). Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman. Arab World English Journal, 13(3), 41–53. https://doi.org/10.24093/awej/vol13no3.3
Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring University Students’ Difficulties in Writing English Academic Essay. AL-ISHLAH: Jurnal Pendidikan, 14(1), 909–920. https://doi.org/10.35445/alishlah.v14i1.1352
Oviedo-Trespalacios, O., Peden, A. E., Cole-Hunter, T., Costantini, A., Haghani, M., Rod, J. E., Kelly, S., Torkamaan, H., Tariq, A., David Albert Newton, J., Gallagher, T., Steinert, S., Filtness, A. J., & Reniers, G. (2023). The risks of using ChatGPT to obtain common safety-related information and advice. Safety Science, 167. https://doi.org/10.1016/j.ssci.2023.106244
Pasaribu, A. N. (2022). Ideational Metaphor Analysis on EFL Students’ Academic Writing. Journal of Language Teaching and Research, 13(4), 891–896. https://doi.org/10.17507/jltr.1304.22
Perkins, M. (2023). Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2), 1–23. https://doi.org/10.53761/1.20.02.07
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Riadil, I. G., Noor, A., Rahman, I., & Chonpracha, P. (2023). Investigation EFL Learners’ Difficulties and Strategies in Academic Writing Skill: A Qualitative Study. Journal of English Language Pedagogy, 8(1), 66–76.
Rosyanafi, R. J., Lestari, G. D., Susilo, H., Nusantara, W., Nuraini, F., Surabaya, U. N., & Dahlan, U. A. (2023). Jurnal Kajian Pendidikan dan Hasil Penelitian. Jurnal Review Pendidikan Dasar, 9(3). http://journal.unesa.ac.id/index.php/PD
Rozado, D. (2023). The Political Biases of ChatGPT. Social Sciences, 12(148), 1–8.
Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare, 11(887), 1–20.
Song, C., & Song, Y. (2023). Enhancing Academic Writing Skills and Motivation: Assessing the Efficacy of ChatGPT in AI-assisted Language Learning for EFL Students. Frontier in Psychology, 14(4), 1–14.
Tahira, M., Mehr, P., Shah, A., & Haider, G. (2019). The Role of Critical Thinking in Academic Writing: An Ivestigation of EFL Students’ Perceptions and Writing Experiences. In International Online Journal of Primary Education (Vol. 8, Issue 1). www.iojpe.orgorcid:https://orcid.org/0000-0001-9935-499XOrcid:https://orcid.org/0000-0002-5457-5286
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17), 1–13. https://doi.org/10.1016/j.heliyon.2024.e36876
Valova, I., Mladenova, T., & Kanev, G. (2024). Students’ Perception of ChatGPT Usage in Education. International Journal of Advanced Computer Science and Applications, 15(1), 466–473. https://doi.org/10.14569/IJACSA.2024.0150143
Wang, C., Liu, S., Yang, H., Guo, J., Wu, Y., & Liu, J. (2023). Ethical Considerations of Using ChatGPT in Health Care. In Journal of Medical Internet Research (Vol. 25). JMIR Publications Inc. https://doi.org/10.2196/48009
Yu, H. (2023). Reflection on Whether ChatGPT Should Be Banned by Academa from the Perpective of Education and Teaching. Frontier in Psychology, 11(81), 1–12.
Albayati, H. (2024). Investigating undergraduate students’ perceptions and awareness of using ChatGPT as a regular assistance tool: A user acceptance perspective study. Computers and Education: Artificial Intelligence, 6. https://doi.org/10.1016/j.caeai.2024.100203
Aldabbus, S., & Almansouri, E. (2022). Academic Writing Difficulties Encountered by University EFL Learners. In British Journal of English Linguistics (Vol. 10). https://www.eajournals.org/
Castillo-Martinez, I. M., & Ramirez-Montoya, M. S. (2021). Research Competencies to Develop Academic Reading and Writing: A Systematic Literature Review. Frontiers in Education, 5(1), 1–12.
Chan, C. K. Y. (2023). A Comprehensive AI Policy Education Framework for University Teaching and Learning. International Journal of Educational Teachnology in Higher Education, 20(38), 1–25.
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT. Innovation in Education and Teaching International, 61(2), 228–239.
Duncan, C., & McCulloh, I. (2023). Unmasking Bias in Chat GPT Responses. Proceedings of the 2023 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining, ASONAM 2023, 687–691. https://doi.org/10.1145/3625007.3627484
Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13(1), 1–4. https://doi.org/10.1016/j.jrt.2023.100060
Elander, J., Harrington, K., Norton, L., Robinson, H., & Reddy, P. (2006). Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria. In Assessment and Evaluation in Higher Education (Vol. 31, Issue 1, pp. 71–90). https://doi.org/10.1080/02602930500262379
Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F. F., Al-shami, S. A., & Slamene, R. (2023). Analyzing the students’ views, concerns, and perceived ethics about chat GPT usage. In Computers and Education: Artificial Intelligence (Vol. 5). Elsevier B.V. https://doi.org/10.1016/j.caeai.2023.100180
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57–63. https://doi.org/10.37074/jalt.2023.6.1.22
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequence of AI and ChatGPT in Educational Settings. Education Sciences, 13(692), 1–13.
Guleria, A., Krishan, K., Sharma, V., & Kanchan, T. (2023). ChatGPT: ethical concerns and challenges in academics and research. Journal of Infection in Developing Countries, 17(9), 1292–1299. https://doi.org/10.3855/jidc.18738
Hagenauer, G., Muehlbacher, F., & Ivanova, M. (2023). It’s Where Learning and Teaching Begins - is this Relationship - Insights on the Teacher-Student Relationship at University from the Teachers’ Perspective. Higher Education, 85(1), 819–835.
Huallpa, J. J., Arocutipa, J. P. F., Panduro, W. D., Huete, L. C., & Limo, F. A. F. (2023). Exploring the ethical considerations of using Chat GPT in university education. Periodicals of Engineering and Natural Sciences, 11(4), 105–115. https://www.researchgate.net/publication/373949976
Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say? Online Journal of Communication and Media Technologies, 13(4), 1–20. https://doi.org/10.30935/ojcmt/13572
Jessiman, P., Kidger, J., Spencer, L., Geijer-Simpson, E., Kaluzeviciute, G., Burn, A.-M., Leonard, N., & Limmer, M. (2022). School Culture and Students Mental Health: a Qualitative Study in UK Secondary Schools. BMC Public Health, 22(619), 1–18.
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. In Computer Methods and Programs in Biomedicine Update (Vol. 5, pp. 1–11). Elsevier B.V. https://doi.org/10.1016/j.cmpbup.2024.100145
Li, S., & Akram, H. (2024). Navigating Pronoun-Antecedent Challenges: A Study of ESL Academic Writing Errors. SAGE Open, 84(4), 1–11.
Malik, M. A., Amjad, A. I., Aslam, S., & Fakhrou, A. (2024). Global Insights: ChatGPT’s Influence on Academic and Research Writing, Creativity, and Plagiarism Policies. Frontier in Research Metrics and Analytics, 80(4), 1–12.
Mijwil, M. M., Hiran, K. K., Doshi, R., Dadhich, M., Al-Mistarehi, A.-H., & Bala, I. (2023). ChatGPT and the Future of Academic Integrity in the Artificial Intelligence Era: A New Frontier. Al-Salam Journal for Engineering and Technology, 2(2), 116–127. https://doi.org/10.55145/ajest.2023.02.02.015
Mustafa, A., Noor Arbab, A., & Ahmed El Sayed, A. (2022). Difficulties in Academic Writing in English as a Second/Foreign Language from the Perspective of Undergraduate Students in Higher Education Institutions in Oman. Arab World English Journal, 13(3), 41–53. https://doi.org/10.24093/awej/vol13no3.3
Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring University Students’ Difficulties in Writing English Academic Essay. AL-ISHLAH: Jurnal Pendidikan, 14(1), 909–920. https://doi.org/10.35445/alishlah.v14i1.1352
Oviedo-Trespalacios, O., Peden, A. E., Cole-Hunter, T., Costantini, A., Haghani, M., Rod, J. E., Kelly, S., Torkamaan, H., Tariq, A., David Albert Newton, J., Gallagher, T., Steinert, S., Filtness, A. J., & Reniers, G. (2023). The risks of using ChatGPT to obtain common safety-related information and advice. Safety Science, 167. https://doi.org/10.1016/j.ssci.2023.106244
Pasaribu, A. N. (2022). Ideational Metaphor Analysis on EFL Students’ Academic Writing. Journal of Language Teaching and Research, 13(4), 891–896. https://doi.org/10.17507/jltr.1304.22
Perkins, M. (2023). Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2), 1–23. https://doi.org/10.53761/1.20.02.07
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. In Internet of Things and Cyber-Physical Systems (Vol. 3, pp. 121–154). KeAi Communications Co. https://doi.org/10.1016/j.iotcps.2023.04.003
Riadil, I. G., Noor, A., Rahman, I., & Chonpracha, P. (2023). Investigation EFL Learners’ Difficulties and Strategies in Academic Writing Skill: A Qualitative Study. Journal of English Language Pedagogy, 8(1), 66–76.
Rosyanafi, R. J., Lestari, G. D., Susilo, H., Nusantara, W., Nuraini, F., Surabaya, U. N., & Dahlan, U. A. (2023). Jurnal Kajian Pendidikan dan Hasil Penelitian. Jurnal Review Pendidikan Dasar, 9(3). http://journal.unesa.ac.id/index.php/PD
Rozado, D. (2023). The Political Biases of ChatGPT. Social Sciences, 12(148), 1–8.
Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare, 11(887), 1–20.
Song, C., & Song, Y. (2023). Enhancing Academic Writing Skills and Motivation: Assessing the Efficacy of ChatGPT in AI-assisted Language Learning for EFL Students. Frontier in Psychology, 14(4), 1–14.
Tahira, M., Mehr, P., Shah, A., & Haider, G. (2019). The Role of Critical Thinking in Academic Writing: An Ivestigation of EFL Students’ Perceptions and Writing Experiences. In International Online Journal of Primary Education (Vol. 8, Issue 1). www.iojpe.orgorcid:https://orcid.org/0000-0001-9935-499XOrcid:https://orcid.org/0000-0002-5457-5286
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17), 1–13. https://doi.org/10.1016/j.heliyon.2024.e36876
Valova, I., Mladenova, T., & Kanev, G. (2024). Students’ Perception of ChatGPT Usage in Education. International Journal of Advanced Computer Science and Applications, 15(1), 466–473. https://doi.org/10.14569/IJACSA.2024.0150143
Wang, C., Liu, S., Yang, H., Guo, J., Wu, Y., & Liu, J. (2023). Ethical Considerations of Using ChatGPT in Health Care. In Journal of Medical Internet Research (Vol. 25). JMIR Publications Inc. https://doi.org/10.2196/48009
Yu, H. (2023). Reflection on Whether ChatGPT Should Be Banned by Academa from the Perpective of Education and Teaching. Frontier in Psychology, 11(81), 1–12.