Student Perceptions of ChatGPT in Mandatory EFL Writing Classes at a Korean University : A Case Study

Abstract

This study explored to what extent students at a Korean university perceive ChatGPT as useful in mandatory university EFL writing classes. In addition, preferences regarding methods of instruction and the outlook for future classes of a similar nature in the era of ChatGPT were also examined. 239 students enrolled at a university located on the outskirts of Seoul responded to a survey questionnaire consisting of a combination of multiple choice, 10-point Likert scale, and open-ended questions, which was used as the primary data collection method. Data analysis was conducted using general qualitative analysis for open ended questions and descriptive statistics for multiple choice and 10-point Likert scale questions. In addition, if consent was given, survey participants were contacted by e-mail to discuss responses in further detail. Despite concerns relating to ownership of learning and overreliance, the findings indicate generally positive perceptions of ChatGPT in terms of assisting with grammar, vocabulary, brainstorming, and proofreading. Conventional approaches (e.g., human teacher, in person lessons, and inter student / teacher communication) are still highly desired although the increasing influence of ChatGPT cannot be ignored. There is a belief that mandatory EFL writing classes currently play a vital role at Korean universities, and there is a strong preference for them to continue. Administrational and educational implications are also discussed.