دراسة استقصائية حول استخدام المتعلمين (لشات جي بي تي) في تحسين مهارات الكتابة الأكاديمية بكلية التربية أبي عيسى
DOI:
https://doi.org/10.26629/uzfaj.2026.09الكلمات المفتاحية:
شات جي بي تي، الكتابة الاكاديمية، التعليم العالي، الذكاء الاصطناعي.الملخص
على الرغم من الانتشار المتسارع لاستخدام أدوات الذكاء الاصطناعي في التعليم العالي، لا تزال الدراسات التي تتناول كيفية استخدام طلبة اللغة الإنجليزية كلغة أجنبية في ليبيا لأداة ChatGPT وتصوّراتهم تجاهها في سياق الكتابة الأكاديمية محدودة. كما لا يزال من ما إذا كان الطلبة يوظفون هذه الأداة بوصفها وسيلة دعم لغوي، أو مولِّدًا للمحتوى، أو أداة للمراجعة، وما التحديات المصاحبة لاستخدامها. ومن هنا تسعى هذه الدراسة إلى استقصاء أنماط استخدام الطلبة لأداة ChatGPT وتصوّراتهم لدورها في دعم مهارات الكتابة الأكاديمية بكلية التربية أبي عيسى. اعتمدت الدراسة المنهج الوصفي المسحي، حيث استخدم طلبة المرحلة الجامعية الأولى ChatGPT خلال مرحلتي إعداد المسودة والمراجعة، ثم استجابوا لاستبانة منظمة تضمنت بنودًا وفق مقياس ليكرت وأسئلة مفتوحة النهاية. تم تحليل البيانات الكمية باستخدام الإحصاءات الوصفية، في حين خضعت البيانات النوعية للتحليل الموضوعي. أظهرت النتائج أن غالبية الطلبة يرون أن ChatGPT يسهم في تحسين الدقة النحوية، وتنمية المفردات الأكاديمية، وتوليد الأفكار، وتعزيز تنظيم النصوص وترابطها. ومع ذلك، أبدى المشاركون مخاوف تتعلق بدقة المعلومات، واحتمال الاعتماد المفرط على الأداة، وتأثير ذلك في مهارات التفكير النقدي. وتشير النتائج إلى أن ChatGPT يؤدي دورًا داعمًا بوصفه أداة إرشادية مساندة، وليس بديلاً عن الجهد الأكاديمي المستقل، مما يؤكد أهمية دمجه ضمن أطر تعليمية موجهة أخلاقيًا في مؤسسات التعليم العالي.
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