FACTORS AFFECTING THE USE OF CHATGPT IN ACADEMIC WRITING PERCEIVED BY ENGLISH-MAJORED STUDENTS

Abstract

The application of artificial intelligence (AI) in the educational field, particularly the use of ChatGPT for academic purposes, has been gaining widespread attention. This study investigates the factors affecting the acceptance of ChatGPT for academic writing among English-majored students, using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework proposed by Venkatesh et al. (2003). Employing a quantitative approach, the research collected data via a paper-based survey. Then, multiple linear regression analysis was used to examine the relationships between four independent variables - performance expectancy, effort expectancy, social influence, and facilitating conditions - and students’ acceptance of ChatGPT. The results indicate that all four elements significantly influence students’ use of ChatGPT for academic writing activities, with performance expectancy emerging as the most influential predictor. These findings suggest that students adopt ChatGPT not only because they perceive it as useful for enhancing academic performance but also due to its ease of use, peer influence, and the availability of supporting resources. Given these insights, universities should consider developing AI literacy initiatives and incorporating ethical guidelines into academic curricula to foster responsible and informed usage of ChatGPT in academic writing.