Students’ Attitudes Toward ChatGPT Use in English Assignments

Alfred Snae

Abstract


The growing use of generative artificial intelligence has created new possibilities and new tensions in English language learning. This study examines undergraduate students’ attitudes toward using ChatGPT for English assignments and considers whether students view it as more helpful or harmful. A descriptive quantitative survey was conducted with 129 students from the English Education and Christian Educational Management programs at Universitas Kristen Artha Wacana. Data were collected through a five-point Likert questionnaire and two open-ended questions, then analyzed using frequencies, percentages, means, and thematic coding. The findings show generally favorable perceptions: 63.6% agreed or strongly agreed that ChatGPT made assignments easier, and 56.6% reported better understanding of English materials. At the same time, 64.3% were concerned that excessive use could reduce independent writing ability. Students also expressed uncertainty about academic integrity, while 66.7% supported official lecturer guidance. Overall, ChatGPT was perceived as a useful learning aid, but its value depended on critical and responsible use rather than substitution for students’ own work.

Keywords


ChatGPT, artificial intelligence, English assignments, student attitudes, higher education, academic integrity

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DOI: https://doi.org/10.31004/jele.v11i5.3271

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