Students’ Perspectives on Integrating Collaborative Learning Supported by ChatGPT in Writing
DOI:
https://doi.org/10.24090/7sr9sg87Keywords:
ChatGPT, collaborative learning, writing instruction, student perspectives, EFL learnersAbstract
The rapid development of artificial intelligence (AI) has transformed language learning practices, particularly in English writing instruction. Among various AI tools, ChatGPT has gained considerable attention due to its ability to provide immediate feedback, generate ideas, and support collaborative learning activities. This study explored students’ perspective on integrating collaborative learning supported by ChatGPT in writing classes. The research employed a qualitative design involving 53 eighth grade students. Twenty-seven students learned through conventional writing instruction. Data were collected through classroom observations, reflective journals, semi-structured interviews, and open-ended questionnaires. The findings revealed that students who used ChatGPT perceived significant benefits in idea generation, vocabulary development, grammatical accuracy, and collaborative engagement. The participants reported that ChatGPT encouraged active discussion and reduced anxiety during writing tasks. However, concern related to overreliance on AI-generated content and limited critical thinking were also identified. Students in the conventional group demonstrated positive attitude toward collaborative learning but experienced greater difficulty in organizing ideas and revising drafts. The study suggests that integrating ChatGPT into collaborative writing activities can enhance students’ learning experiences when accompanied by appropriate teacher guidance. The findings contribute to the growing discussion regarding the pedagogical use of AI in English language teaching.
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