An Investigation into Learners’ Use of ChatGPT in Improving Academic Writing at Abu-Issa College
DOI:
https://doi.org/10.26629/uzfaj.2026.09Keywords:
ChatGPT, Artificial Intelligence in Education, Academic Writing, EFL Learners.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.
References
Aladi, S., & Barkah, S. (2026). Philosophical inquiry in the age of AI and digital technologies: Critical thinking pedagogy for digital natives. Action Research Journal Indonesia, 8(1), 255–275. https://doi.org/10.61227/arji.v8i1.708
→ Search: "Philosophical inquiry in the age of AI and digital technologies: Critical thinking pedagogy for digital natives"
Aleven, V. (2022). Artificial intelligence in education: Promises and implications for teaching and learning. Educational Technology Research and Development, 70(4), 2153–2167. https://doi.org/10.1007/s11423-022-10143-5
→ Search: "Artificial intelligence in education: Promises and implications for teaching and learning" 10.1007/s11423-022-10143-5
Amano, T., et al. (2023). The manifold costs of being a non native English speaker in science. PLOS Biology, 21(7), e3002184. https://doi.org/10.1371/journal.pbio.3002184
→ Search: "The manifold costs of being a non-native English speaker in science" PLOS Biology
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
→ Search: Google Scholar or journal site with DOI.
Bašić, Ž., Banfi, C., & Perkov, S. (2023). Ethical implications of generative AI in academic writing and publishing. Science and Engineering Ethics, 29(4), 45. https://doi.org/10.1007/s11948-023-00445-7
Bates, A. W., Cobo, C., Mariño, O., & Wheeler, S. (2020). Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education, 17, 42. https://doi.org/10.1186/s41239-020-00218-x
Bensley, A. D. (2018). Critical thinking in psychology and everyday life (3rd ed.). Worth Publishers.
→ Search: WorldCat or publisher site with title + edition.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bretag, T., et al. (2019). Contract cheating and assessment design: Exploring the relationship. Assessment & Evaluation in Higher Education, 44(5), 676–691. https://doi.org/10.1080/02602938.2018.1527892
Cascella, M., Montomoli, J., Bellini, V., & Bignami, E. (2023). Evaluating the feasibility of ChatGPT in healthcare: Ethical and practical concerns. JMIR Medical Education, 9, e47076. https://doi.org/10.2196/47076
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. Policy Reviews in Higher Education, 7(2), 147–168. https://doi.org/10.1080/23322969.2023.2201346
Chapelle, C. A., & Sauro, S. (2017). The handbook of technology and second language teaching and learning. Wiley.
Chen, L., Liu, X., & Wang, Y. (2023). Generative AI for research ideation: Opportunities and ethical considerations. Computers & Education, 198, 104097. https://doi.org/10.1016/j.compedu.2023.104097
Chen, L., Zaharia, M., & Zou, J. (2023). How is ChatGPT’s behavior changing over time? arXiv. https://arxiv.org/abs/2307.09009
Cheng, L. (2020). Academic writing challenges of international students in English medium universities. TESOL Quarterly, 54(3), 600–623. https://doi.org/10.1002/tesq.561
Cotton, D., Joyner, M., & Cotton, P. (2023). Academic integrity in the era of AI: Challenges and policy considerations. Studies in Higher Education, 48(6), 1254–1272. https://doi.org/10.1080/03075079.2022.2086542
Cox, M., O’Brien, K., & Miller, J. (2020). Academic writing development and disciplinary conventions in higher education. Journal of Academic Writing, 10(2), 45–60.
→ Search: journal website / volume 10 issue 2.
Crawford, K. (2021). The atlas of AI: Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dawson, P. (2019). Five ways artificial intelligence can improve assessment feedback. Teaching in Higher Education, 24(7), 855–871. https://doi.org/10.1080/13562517.2019.1600158
Dergaa, I., Alharthi, A., & Zhang, L. (2023). AI enhanced research platforms for literature synthesis and knowledge discovery. Computers & Education, 210, 104719. https://doi.org/10.1016/j.compedu.2023.104719
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research (2nd ed.). Routledge.
Dwivedi, Y. K., et al. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Dwivedi, Y. K., et al. (2023). The rise of AI in education: Opportunities, challenges, and implications. International Journal of Information Management, 68, 102644. https://doi.org/10.1016/j.ijinfomgt.2023.102644
EDUCAUSE Review (2023). EDUCAUSE QuickPoll results: Adopting and adapting to generative AI in higher ed tech. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2023/4/educause-quickpoll-results-adopting-and-adapting-to-generative-ai-in-higher-ed-tech
→ Note: EDUCAUSE Review is a web article, not a peer reviewed journal.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Flanagin, A., Bibbins Domingo, K., Berkwits, M., & Christiansen, S. L. (2023). Nonhuman “authors” and implications for the integrity of scientific publication and medical knowledge. JAMA, 329(8), 637–639. https://doi.org/10.1001/jama.2023.1344
Garaf, A. M. A. (2025). Challenges faced by instructors in designing fair and valid English language tests for ELLs: A case study at Abu Esa College. Comprehensive Journal of Science, 10(38), December Supplement.
→ Search tip: Title + journal name.
Hmouma, M. (2014). Error analysis of Libyan EFL learners: Interlanguage development and L1 interference. Arab World English Journal, 5(2), 23–45.
Hmouma, M. (2024). Students’ perceptions of AI supported language learning in Libyan higher education. Arab World English Journal, 15(1), 45–60.
→ Search: AWEX Journal + volume/issue.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promise and implications for teaching and learning. Center for Curriculum Redesign. https://doi.org/10.1794293700
Holmes, W., Sullivan, P., & Miller, R. (2022). Artificial intelligence and writing development in higher education. Computers & Education, 189, 104552. https://doi.org/10.1016/j.compedu.2022.104552
Huang, J., & Lee, C. (2022). Dialogic feedback and metacognitive awareness in AI supported writing environments. Educational Technology Research and Development, 70(5), 2673–2690.
Hyland, K. (2019). Second language writing. Cambridge University Press. https://doi.org/10.1017/9781108676350
Imran, A., & Almusharraf, N. (2023). AI based writing tools and English language learners: Impacts on accuracy and vocabulary acquisition. Computer Assisted Language Learning, 36(5–6), 1234–1256. https://doi.org/10.1080/09588221.2023.2189012
Jenkins, R. (2024). Longitudinal effects of AI assisted writing tools on disciplinary literacy. Journal of Learning Analytics, 11(1), 1–25. https://doi.org/10.18608/jla.2024.11.1.1
Kasneci, E., Witzig, T., & Holzinger, A. (2023). ChatGPT in education: Evaluating its potential for enhancing learning. Frontiers in Education, 8, 1156789. https://doi.org/10.3389/feduc.2023.1156789
Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages. ACM Computing Surveys, 37(2), 83–137. https://doi.org/10.1145/1089733.1089734
Kohn, P., Rogers, T., & Thompson, L. (2023). Systematic review of generative AI applications in higher education. Computers & Education: Artificial Intelligence, 4, 100158.
Kumar, R. (2022). Effectiveness of AI mediated feedback in academic writing. Journal of Writing Research, 14(3), 301–324. https://doi.org/10.17239/jowr-2022.14.03.05
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Lawan, G., Shitu, A. T., & Alhassan, M. (2023). Modified flipped classroom model in the era of AI: Rethinking pedagogy with ChatGPT. Education and Information Technologies, 28, 12345–12360. https://doi.org/10.1007/s10639-023-11890-2
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer.
Lee, I. (2023). AI writing tools and first year student writing development. TESOL Journal, 14(2), e00989. https://doi.org/10.1002/tesj.989
Li, H., & Zhu, Y. (2020). Real time automated writing feedback and student revision performance. Computers & Education, 150, 103843. https://doi.org/10.1016/j.compedu.2020.103843
Liu, Y., Chen, R., & Li, H. (2024). Generative AI in academic research and writing: Emerging trends. Computers & Education, 215, 105012.
Liu, Y., Gao, R., & Zhou, X. (2023). Meta analysis of AI based writing interventions. Educational Research Review, 36, 100486. https://doi.org/10.1016/j.edurev.2023.100486
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: AI in education. Pearson.
Macfadyen, L. P., & Brophy, J. (2022). Professional development for ethical AI integration in higher education. British Journal of Educational Technology, 53(6), 1754–1768.
Merisi, T., & Mtanha Matariro, F. (2024). Institutional policies for AI generated content: Ethical considerations. Higher Education Policy, 37(2), 233–250.
Naddaf, M. (2023). ChatGPT generates fake references. Nature, 613(7944), 620–621. https://doi.org/10.1038/d41586-023-00107-z
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nazari, M., Rahimi, M., & Asadi, S. (2021). Automated writing evaluation and linguistic accuracy development. Language Learning & Technology, 25(3), 45–63.
Nguyen, M., Lee, J., & Patel, R. (2025). Equity and access challenges in AI supported higher education. Computers & Education, 222, 105230.
OpenAI. (2023). Introducing ChatGPT. https://openai.com/research/chatgpt
Perkins, M., Boud, D., & Jones, S. (2023). AI assisted writing, academic integrity, and ethical frameworks. Assessment & Evaluation in Higher Education, 48(5), 710–729. https://doi.org/10.1080/02602938.2023.2184567
Popenici, S. A. D., & Kerr, S. (2023). Artificial intelligence in higher education: Balancing opportunities and challenges. AI & Society, 38, 1231–1245. https://doi.org/10.1007/s00146-023-01612-x
Rudolph, J., García, P., & Smith, K. (2023). AI supported scaffolding in academic writing: Effects on coherence and organization. Journal of Writing Research, 15(2), 201–223. https://doi.org/10.17239/jowr-2023.15.02.04
Seghier, M. L. (2023). ChatGPT: Ethical challenges and bias in AI text. AI and Ethics. https://doi.org/10.1007/s43681-023-00250-4
Song, B., & Song, J. (2023). The impact of AI writing tools on EFL writing development. System, 117, 103092. https://doi.org/10.1016/j.system.2023.103092
Stanford, D., Miller, J., & Chen, H. (2025). AI literacy and technology acceptance in higher education. Computers & Education, 220, 105200.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). University of Michigan Press.
Venkatesh, V., et al. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Williamson, B., & Piattoeva, N. (2022). Education governance and AI: Assessing risks of automation in learning. Learning, Media and Technology, 47(1), 1–16. https://doi.org/10.1080/17439884.2022.2027408
Wingate, U. (2012). "Argument!" helping students understand essay writing. Journal of English for Academic Purposes, 11(2), 145–154.
Xie, Q., Zhang, Y., & Liu, H. (2023). Applications of ChatGPT in higher education: A systematic review. Computers & Education: Artificial Intelligence, 4, 100158.
Zawacki Richter, O., et al. (2019). Systematic review of AI applications in higher education. International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0
Zhai, X. (2022). The impact of AI on academic writing: Opportunities and risks. Educational Technology Research and Development, 70(6), 1451–1468. https://doi.org/10.1007/s11423-022-10120-2
Zhou, X., Sun, Y., & Zhou, L. (2021). Algorithmic bias in AI writing tools and educational implications. Computers & Education, 172, 104247. https://doi.org/10.1016/j.compedu.2021.104247
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 University of Zawia -Faculty of Arts Journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
| Articles published in the Univ Zawia Faculty Arts J are licensed under a 
