A Study of Students’ Attitudes and Practices Toward ChatGPT in University Writing Classes

Abstract

The purpose of this study is to examine how 79 University of Labor and Social Affairs students view and use generative AI, specifically ChatGPT, in their writing and self-directed learning processes. Based on the self-directed learning (SDL) concept developed by Garrison (1997), the study looks at how students use ChatGPT at various writing phases and how they control their learning habits and writing process comments. Using a sequential explanatory mixed-methods approach, survey data from 79 students and follow-up interviews with 10 participants were combined. Results show that brainstorming and outlining were the times when ChatGPT was used the most. Students' motivation and independence in their participation were evident, but their ability to control their behavior was still restricted. Because there were few opportunities for review and reflection, self-monitoring became a major difficulty. The study emphasizes the necessity of promoting critical AI literacy and responsible autonomy in EFL contexts through suitable pedagogical frameworks, while also highlighting the promise and risks of AI-assisted writing