ChatGPT in Academic Writing: A Mixed-Methods Study of Moroccan EFL Students
Abstract
Since its release in November 2022, ChatGPT has attracted considerable attention in higher education, particularly for its potential to support academic writing. However, research on its use by English as a Foreign Language (EFL) students in the Moroccan higher-education context remains limited, especially regarding extended academic writing tasks such as B.A. monographs. This mixed-methods study examines Semester 6 EFL students’ use and perceptions of ChatGPT in composing their B.A. monographs, focusing on its perceived benefits and limitations, factors influencing its acceptance, and ethical concerns. Data were collected from 221 students in the English Department at Ibn Tofail University through an online survey, complemented by semi-structured interviews to provide deeper qualitative insights into students’ experiences and perceptions. The findings indicate generally positive perceptions of ChatGPT and highlight its usefulness as a writing support tool, while also revealing concerns about reliability, dependence, and academic integrity. The study concludes that ChatGPT can support academic writing when used critically and responsibly, underscoring the need to integrate AI literacy into EFL curricula.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i5.3261
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