An Investigation into Learners’ Use of ChatGPT in Improving Academic Writing at Abu-Issa College

Abstract

Despite the need for using the artificial intelligence tools in higher education, limited research has examined how Libyan EFL university students use and perceive ChatGPT in academic writing contexts. In particular, it remains unclear whether students employ ChatGPT as a linguistic support tool, a content generator, or a revision assistant, and what challenges may accompany its use. This study therefore investigates students’ patterns of use and perceptions of ChatGPT in supporting academic writing at Abu-Issa College. This study employed a mixed-methods descriptive survey design to investigate university students’ use of ChatGPT in academic writing. Participants engaged in writing tasks with ChatGPT during their course, and afterward completed a structured questionnaire with both closed- and open-ended items to capture their perceptions of the tool’s effectiveness. Findings reveal how ChatGPT supported grammar, vocabulary, and idea generation, while also raising concerns about overreliance and accuracy. However, concerns were raised regarding information accuracy, overreliance, and potential reduction of critical thinking. The findings suggest that ChatGPT functions primarily as a perceived scaffolded support tool rather than a substitute for independent academic writing. The study highlights the importance of guided and ethical integration of AI tools within higher education writing instruction.