Home > Published Issues > 2024 > Volume 10, Number 1, 2024 >
IJLT 2024 Vol.10(1): 166-170
doi: 10.18178/ijlt.10.1.166-170

Assessing the Acceptance and Utilization of ChatGPT by Chinese University Students in English Writing Education

Tongyao Ge
School of Foreign Studies, Wenzhou University, Wenzhou, China
Email: getongyao@gmail.com

Manuscript received July 20, 2023; revised September 10, 2023; accepted September 21, 2023; published February 21, 2024.

Abstract—As an advanced large language model, ChatGPT has garnered significant attention from academic researchers and educators due to its capabilities in generating coherent natural-language responses based on user input, facilitating extended dialogues, and contextual comprehension. Numerous scholarly investigations delve into the merits and potential shortcomings of ChatGPT within educational contexts, emphasizing both the model’s inherent attributes and the scarcity of end-user feedback. Furthermore, the Technology Acceptance Model and the Information System Success Model serve as prevalent frameworks in assessing user receptivity and satisfaction with novel technologies. This research employed an online questionnaire to probe Chinese university students’ perceptions and adoption of ChatGPT in English writing instruction, assessing five distinct dimensions using a Likert scale. The findings suggest a favorable inclination among students towards ChatGPT concerning its utility and effectiveness. However, ChatGPT has yet to supplant the indispensable role of educators entirely, and apprehensions persist about potential privacy infringements and associated technological issues.  
Keywords—ChatGPT, English writing teaching, technology acceptance model 

Cite: Tongyao Ge, "Assessing the Acceptance and Utilization of ChatGPT by Chinese University Students in English Writing Education," International Journal of Learning and Teaching, Vol. 10, No. 1, pp. 166-170, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.