Innovation in Language Learning

ChatGPT and other generative AI models are projected to transform the educational landscape. One common conclusion is that ChatGPT will gain prominence as a powerful educational tool, enabling language learners to study more independently and efficiently than ever before. While many educators have begun to integrate ChatGPT into their teaching practices with these benefits in view, others have expressed concern and rejected its use. This resistance arises largely from teachers’ apprehension that students will use ChatGPT for dishonest purposes, for example submitting AI-generated writing as their own. For these educators, the tool raises critical concerns about academic honesty and integrity. But what do the students themselves think? This study will identify the perspectives of 56 English language learners at a university in Ecuador, using data gathered from a survey on the role of generative AI in academic writing. The results will inform teachers and educational institutions about how students perceive the overall influence of AI on academic integrity within the scope of academic writing, including reasons why students might rely on AI tools for dishonest purposes and how they view the detection of AI-based dishonesty.

 

Keywords: ChatGPT, computer-assisted language learning, student perceptions, academic dishonesty, English as a foreign language.

 

REFERENCES

 

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