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.

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