RESEARCH IDEA FORM (Hiếu, Bảo, Kha)

RESEARCH IDEA FORM
I. Personal information
Students’ names: Classes:
 Nguyễn Minh Hiếu  21D1TA-TM02

 Nguyễn Trí Bảo  21D1TA-BD01
 Bùi Đức Duy Kha  21D1TA-BD01
Phone numbers: 0365061246
Emails: hieunm221@uef.edu.vn
II. Tentative Research
Title The effect of ChatGPT on students’ English writing skills
Objectives (*) To investigate the effects of chatGPT on student writing skills.
Research question(s) (**) How does the use of chatGPT improve student writing
skills?
Research site University of Economics and Finance Ho Chi Minh City,

Vietnam (UEF)
Sample The study's participants are 50 UEF third-year students.

They are chosen based on variables such as English
specialty and English users in various aspects. They are
assembled in a single surveyed group and inquired about
the impact of ChatGPT.
Instruments This research uses an open-ended questionnaire. This

method makes it easy to collect profound opinion from
participants, providing qualitative data, which adds depth
and context to quantitative findings. By understanding the
"why" behind the "what," researchers can gain a more
holistic understanding of their research topic.
Theoretical background Students' writing abilities have undergone a radical

change as a result of the incorporation of ChatGPT, an
advanced language generating program and chatbot. With
its array of features, this technological invention helps
pupils improve their writing skills while navigating a
wide range of linguistic nuances. An in-depth
examination of ChatGPT's impact on students' writing
abilities in the context of educational theories and real-
world applications highlights a complex interplay of
benefits, drawbacks, and the changing dynamics between
artificial intelligence support and human creativity.
Writing is fundamentally a complex cognitive activity that

necessitates a sophisticated comprehension of language
components and how they work together. ChatGPT makes
a substantial contribution to this process through a variety
of features, such as providing inspiration, acting as a
search engine for references, and making paraphrasing
easier for English literature students. It fills the void by
providing prompt replies, which boost productivity and
facilitate interactive learning. It also conforms well with
the principles of effectiveness and efficiency in education
put forward by Adam Smith and David Recardo.
There are several restrictions associated with

incorporating ChatGPT into the authoring process,
though. Complex queries are difficult for the program to
handle, which might irritate users and encourage
dependence problems. Moreover, an excessive
dependence on AI technologies may result in addiction
among users, impeding pupils' development of
autonomous writing and critical thinking skills.
It is evident that students rely heavily on ChatGPT;

between 40 and 70 percent of students use it to generate
ideas for assignments. Their use of a variety of tactics,
including contextualizing inquiries, independent
paraphrasing, cross-checking correctness, and
comprehending AI-generated replies, demonstrates a
thoughtful approach to leveraging AI while maintaining
the authenticity and uniqueness of their work. Students'
efforts to find a balance between using AI help and
developing their own writing skills are highlighted by this
sophisticated integration.
The LSRW framework clarifies the mutually beneficial

relationship between speaking, listening, reading, and
writing abilities. It also shows that, in this all-
encompassing language learning paradigm, ChatGPT's
function as a conversational tool and reference search
engine greatly enhances writing. Even though ChatGPT
speeds up some parts of the writing process, students still
need to be careful not to let their over-reliance on AI
compromise their capacity for independent thought,
creativity, and critical analysis.
In summary, the impact of ChatGPT on students' writing

abilities reveals a complex picture with both benefits and
drawbacks. Students need to find a balance between using
AI support and developing their own writing skills in
order to promote creativity, critical thinking, and
authenticity in their written assignments, even though it
greatly increases efficiency and helps with some aspects
of writing. The dynamic environment of AI integration in
education demands a careful strategy that balances the
development of foundational writing skills with
technological support in order to produce writers who are
competent and well-rounded.
Reference:
NISAK, Khoirotun; ISHLAHIYAH, Mazroatul. AI

CHATBOTS’ ROLE IN ASSISTING ENGLISH
LITERATURE STUDENTS’ WRITING SKILL. Annual
International Conferences on Language, Literature, and
Media, [S.l.], v. 5, p. 20-31, sep. 2023. ISSN 2807-601X.
http://conferences.uin-malang.ac.id/index.php/aicollim/art
icle/view/2419
Fitria, T. N. (2023). Artificial intelligence (AI) technology

in OpenAI ChatGPT application: A review of ChatGPT in
writing English essay. ELT Forum: Journal of English
Language Teaching, 12(1), 44-58.
https://journal.unnes.ac.id/sju/index.php/elt/article/view/6
4069/24008
Satya Sri Durga, V., & Rao, C. S. (2018). Developing

students' writing skills in English - A process approach.
Journal for Research Scholars and Professionals of
English Language Teaching, 2(6) from
https://www.researchgate.net/profile/V-Chandra-Rao/publ
ication/325489625_Developing_Students'_Writing_Skills
_in_English-A_Process_Approach/links/
5b113854a6fdcc4611da2674/Developing-Students-
Writing-Skills-in-English-A-Process-Approach.pdf
Notes:
*Objectives are subsidiary to aims and they are usually headed by infinitive verbs. e.g.,
To investigate….
To explore….
To find out….
** Research questions
The research question narrows the purpose statement to specific questions

researchers seek to answer.
The research questions should be specific, measurable, achievable, realistic,
and time-bound.
There are as many objectives as research questions.

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RESEARCH IDEA FORM

Students’ names: Classes:

 Nguyễn Minh Hiếu  21D1TA-TM02

Phone numbers: 0365061246

II. Tentative Research

Title The effect of ChatGPT on students’ English writing skills

Objectives (*) To investigate the effects of chatGPT on student writing skills.

Research site University of Economics and Finance Ho Chi Minh City,

Sample The study's participants are 50 UEF third-year students.

Instruments This research uses an open-ended questionnaire. This

Theoretical background Students' writing abilities have undergone a radical

Writing is fundamentally a complex cognitive activity that

There are several restrictions associated with

It is evident that students rely heavily on ChatGPT;

The LSRW framework clarifies the mutually beneficial

In summary, the impact of ChatGPT on students' writing

NISAK, Khoirotun; ISHLAHIYAH, Mazroatul. AI

Fitria, T. N. (2023). Artificial intelligence (AI) technology

Satya Sri Durga, V., & Rao, C. S. (2018). Developing

The research question narrows the purpose statement to specific questions

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