Students' Perspectives on the Use of ChatGPT in Learning English Writing: A Qualitative Study at STAIN Mandailing Natal

Abstract

The rapid development of Artificial Intelligence (AI) has transformed English language learning, particularly in writing instruction. Among various AI-based applications, ChatGPT has become one of the most widely used tools to assist students in generating ideas, improving grammar, and organizing written texts. This study aims to explore first-semester students' perspectives on the use of ChatGPT in learning English writing at the Tadris Bahasa Inggris (TBI) Department of STAIN Mandailing Natal. The study employed a qualitative descriptive design involving 22 first-semester students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that students generally perceive ChatGPT positively because it improves vocabulary, grammar, idea generation, and writing confidence while reducing writing anxiety. However, participants also expressed concerns regarding dependency, reduced critical thinking, and the tendency to accept AI-generated feedback without sufficient reflection. Furthermore, students demonstrated strong awareness of academic integrity by emphasizing that ChatGPT should function only as a learning assistant rather than a substitute for their own intellectual effort. These findings suggest that ChatGPT can effectively support English writing instruction when integrated with appropriate teacher guidance and ethical awareness. The study contributes to the growing literature on AI-assisted language learning within the context of Islamic higher education.