Utilization of Chat Generative Pre-Trained Transformer (ChatGPT) in Essay Writing Among English Major Students in a Philippine State University
Abstract
This descriptive qualitative research aimed to discover the reasons behind using ChatGPT in essay writing and the tool’s functions in writing among third-year Bachelor of Secondary Education major in English students. The researcher considered the Technology Acceptance Model by Fred Davis (1989), following the Theory of Reasoned Action concept by Fishbein and Ajzen (1975), highlighting perceived usefulness and ease of use. Moreover, Jerome Bruner’s Scaffolding Theory is another foundation of the study. Lastly, the Social Constructivism Theory by Lev Vygotsky (1968) also became paramount in the investigation. Fifteen participants were invited to be part of the research. Ten participants went through in-depth interviews, and the remaining five were subjected to a focused-group discussion with the help of interview guide questionnaires validated by three experts. The researcher employed thematic analysis to extract the main points in the investigation. The result of the study revealed six themes. The themes under the first research question, which were the reasons behind the students’ utilization of the tool in their essay writing, were: Streamlines the Essay Writing Process, Offers Convenience in Essay Writing, and Personalizes Output and Handles/Avoids Plagiarism. Moreover, the second research question answered the functions of ChatGPT in students’ essay writing were: One-click-away Writing Buddy, Tool for Faster Essay Structuring and Outlining, and Tool for Idea Generation.
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