CHATGPT FOR BUSINESS EMAILS: INSIGHTS FROM

ENGLISH FOR SPECIFIC PURPOSES STUDENTS

Url Jurnal: https://jurnal.uia.ac.id/Lingua/article/view/4151

DOI : https://doi.org/10.34005/lingua.v20i2.4151

Naskah Dikirim: 21-08-2024 Naskah Direview: 13-11-2024 Naskah Diterbitkan: 26-12-2024

Romadhon
Politeknik Piksi Input Serang
adhonnro@gmail,com

Abstract: The integration of Artificial Intelligence (AI) in educational contexts has garnered
increasing interest, particularly regarding its potential to enhance language learning. This
study examines how the students learning English for Specific Purposes (ESP) perceive
the use of ChatGPT, an advanced conversational AI, for writing business emails. This
investigation forms part of a broader experimental research project that explores the impact
of ChatGPT on their motivation and writing performance. The participants were 30 tax
accounting students enrolled in a Business English course, selected through purposive
sampling. The data collection was conducted through an online questionnaire distributed
via Google Forms. The questionnaire was designed to capture a comprehensive range of
perceptions, including the students' attitudes towards ChatGPT, their experiences using
the tool, and the perceived benefits and challenges. The findings of the study indicate that
the students generally hold positive perceptions towards the use of ChatGPT for writing
business emails. A significant majority of participants reported that the AI tool enhanced
their learning experience, making it more enjoyable and engaging. Based on these findings,
the inclusion of ChatGPT into educational curricula to advance the business writing skills
of students is recommended. Additionally, instructors should take time to highlight the issue
of overreliance on AI through balanced use and human interactions in the learning process.
Further research should be done to reduce these issues and maximize the educational
value of AI tools.

Keywords: ChatGPT, Perception, Writing, Email, ESP

INTRODUCTION
The rapid advancements in technology over the past few decades
have profoundly transformed various sectors, including education. One of
the most significant developments in recent years is the emergence of
Artificial Intelligence (AI) and its applications in different educational
contexts. Among the various AI-driven tools, conversational AI agents such
as ChatGPT have gained notable attention for their potential to enhance
language learning experiences and improvements (Xiao & Zhi, 2023).
These AI tools offer personalized, real-time interactions that can simulate

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173 | CHATGPT for Business Emails
immersive learning environments, provide immediate feedback, and adapt
to the individual needs of students.
In this context, engaging students in the process of learning a second
language or a foreign language, particularly for specific professional
purposes, can be a challenging task (Pratiwi & Sunardi, 2024). Traditional
language teaching methods often fall short in addressing the dynamic and
context-specific needs of ESP students (Zaman, 2024). The integration of
AI, particularly conversational agents, offers a promising solution to bridge
this gap (Mebitil, 2023). These tools provide immediate, personalized
feedback and simulate real-life communication scenarios, making the
learning process more interactive and engaging (Harisha et al., 2024).
It is also essential to consider the broader context of language
learning and the specific challenges faced by ESP students. English for
Specific Purposes is a branch of English language teaching that focuses on
developing language skills tailored to the needs of learners in particular
professional or academic fields (Chiu et al., 2023). This includes specialized
vocabulary, industry-specific language use, and the conventions of
professional communication (Sukying et al., 2023). For many students,
mastering these skills is crucial for their career advancement and
professional success. However, the traditional classroom setting often
struggles to provide the level of personalization and contextual relevance
needed to effectively teach these skills (Topalov et al., 2023).
The integration of AI in language education represents a significant
shift from traditional methods. ChatGPT, developed by OpenAI, is one such
tool that has shown promise in this area. As a conversational agent,
ChatGPT can engage in real-time dialogues with users, offering feedback,
corrections, and suggestions to improve their language use (Barrot, 2023).
For ESP students, this capability can be particularly beneficial, as it allows
them to practice and refine their professional communication skills in a
simulated but realistic environment (Kostka & Toncelli, 2023). The
immediate feedback provided by ChatGPT helps students to identify and
correct errors quickly, fostering a more efficient learning process.

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 The use of ChatGPT in developing the writing skills of English as a
Foreign Language (EFL) learners presents a novel and transformative
approach to language education (Rad et al., 2023). By leveraging advanced
natural language processing capabilities, ChatGPT provides immediate and
personalized feedback on writing tasks, helping learners to improve their
grammar, vocabulary, and overall coherence in real time (Zhao, 2023). This
tool can simulate realistic writing scenarios, such as drafting business
emails, reports, and essays, which are essential for both academic and
professional communication. Furthermore, ChatGPT encourages a more
interactive and engaging learning process by allowing students to
experiment with different styles and structures, fostering creativity and
confidence in their writing abilities (Fang et al., 2023). The AI's ability to offer
diverse linguistic expressions and constructive suggestions enables
learners to refine their writing iteratively, making the practice both effective
and enjoyable. This integration of ChatGPT into writing instruction not only
supports individualized learning but also addresses the limitations of
traditional classroom settings, where immediate and tailored feedback may
not always be feasible (Fathi & Rahimi, 2024).
Despite the potential advantages of using AI in language learning,
there is still a notable gap in the research regarding the specific perceptions
of ESP students towards these tools. While some studies have explored the
general effectiveness of AI in language education (Liang et al., 2023;
Niyozov et al., 2023; Ortikov, 2024), there is limited research focusing on its
application in ESP contexts, particularly in writing business emails.
Business communication is a vital skill for many professionals, and the
ability to write clear, concise, and professional emails is crucial.
Understanding how students perceive the use of AI in developing this skill
can provide valuable insights for educators and policymakers looking to
integrate technology into their curricula.
The existing literature on AI in education highlights both the potential
benefits and challenges of its implementation. For instance, AI tools can
provide personalized learning experiences, cater to diverse learning styles,

175 | CHATGPT for Business Emails

and offer consistent, on-demand support (Sajja et al., 2023). However, there
are also concerns regarding the over-reliance on technology (Zhai et al.,
2024), the quality of AI-generated feedback, and the potential for reduced
human interaction in the learning process (Otaki, 2023). These
considerations underscore the importance of exploring student perceptions
to ensure that the integration of AI tools like ChatGPT is both effective and
balanced.
This study aims to address the research gap by investigating the
perceptions of ESP students towards the use of ChatGPT for writing
business emails. The participants in this research were part of a larger group
involved in an experimental study examining the impact of motivation on
writing performance with the assistance of AI tools. By focusing specifically
on the perceptions related to ChatGPT, this study seeks to provide a
detailed understanding of how students view the role of AI in their learning
process, the perceived benefits, and any potential challenges or concerns
they may encounter.

METHOD
This study employed a descriptive quantitative research design (Creswell,
2022) to explore the perceptions of using ChatGPT for writing business
emails among students learning English for Specific Purposes (ESP). The
participants of this study were 30 tax accounting students at a Polytechnic
University in Indonesia. These students were introduced to ChatGPT during
their writing class, where they were tasked with composing business emails.
This activity was part of a broader research project investigating the
effectiveness of AI in enhancing business email writing skills.

Participants
The selection of participants was based on their enrollment in
Business English course, where proficiency in business communication is
essential. The participants were part of a larger group involved in a study
on the impact of AI on writing performance especially writing business

176 | Lingua: Jurnal Pendidikan Bahasa | Vol. 20 | No. 2 | 2024

emails. The integration of ChatGPT into their learning was aimed at
providing a practical tool to assist in writing business emails, a critical skill
for their professional development. The use of a purposive sampling method
(Douglas, 2022), ensured that the selected participants had relevant
background knowledge and the need for enhanced writing skills in business
contexts.

Data Collection Tool

Data collection was conducted through a Likert-type (Robinson,
2024), closed questionnaire, designed to measure the level of agreement
or disagreement of respondents with various statements related to their use
of ChatGPT in writing tasks. A 5-point Likert scale was employed, ranging
from "Strongly Agree" to "Strongly Disagree," to capture the nuances of
students' perceptions. The use of a Likert scale is well-established in
educational research for its ability to gauge attitudes and perceptions
effectively. The questionnaire included 20 questions adopted and modified
from Chan & Hu (2023), organized into four sections: Willingness to the use
of generative AI technologies, User-friendliness, Perceived benefits of using
generative AI technologies, and Issues related to generative AI ChatGPT
technologies.

Data Collection Procedure

Google Forms was used to distribute the questionnaire online as
part of the data collection process. This method was chosen for its efficiency
and ease of access, allowing students to complete the questionnaire at their
convenience. The online format also facilitated the collection and analysis
of data. The use of digital tools for survey distribution is increasingly
common in educational research due to their convenience and broad reach
(Wright, 2005).

Data Analysis

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 The data analysis was conducted using descriptive analysis
techniques (Miles, M. B., Huberman, A. M., & Saldaäna, 2014). Responses
from the questionnaire were analyzed to observe the frequency distribution
and percentage of responses for each item. This approach allowed for a
detailed examination of the students' perceptions and provided a clear
picture of their attitudes towards using ChatGPT in their writing classes. The
frequency distribution and percentage of responses for each question item
were observed by analyzing the questionnaire results. The analysis aimed
to identify patterns and trends in the students' responses, which could
inform future research and practice.

RESULTS
This research tried to make revelation into the perceptions of ESP
students at an Indonesian polytechnic university regarding the use of
ChatGPT for writing business emails. It aims to uncover how these students
view on willingness to use generative AI technologies, their perceived ease
of use, the benefits and their concerns about relying on such tools. By
analyzing these perceptions, the research seeks to contribute to the broader
understanding of AI's role in education, particularly in enhancing writing
skills among English as a Foreign Language (EFL) learners.

Table 1. Willingness to Use ChatGPT in Learning Writing

SD
No Question D (f/%) Nl (f/%) A (f/%) SA (f/%)
(f/%)
I am willing to use generative
AI technologies like ChatGPT 2 3 5 12 8
1
regularly for writing business (6.7%) (10%) (16.7%) (40%) (26.6%)
emails.

I believe incorporating
ChatGPT into my writing 1 2 4 15 8
2
practice will enhance my (3.3%) (6.7%) (13.3%) (50%) (26.7%)
business email writing skills.

I am open to using ChatGPT

3 3 12
3 for various writing tasks 6 (20%) 6 (20%)
(10%) (10%) (40%)
beyond business emails.

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 SD
No Question D (f/%) Nl (f/%) A (f/%) SA (f/%)
(f/%)
I am eager to explore more 4 10
2 7 7
4 features of ChatGPT to (13.3% (33.3%
(6.7%) (23.3%) (23.3%)
improve my writing. ) )
I am willing to recommend 14
1 2 5 8
5 ChatGPT to my peers for (46.7%
(3.3%) (6.7%) (16.7%) (26.6%)
learning writing skills. )

The table on "Willingness to Use ChatGPT in Learning Writing"

reflects a generally positive attitude among the students towards
incorporating generative AI technologies in their writing practice. A
significant proportion of students, 66.6%, expressed agreement or strong
agreement with the willingness to use ChatGPT regularly for writing
business emails, indicating a high level of acceptance. Similarly, 76.7% of
the students believe that integrating ChatGPT into their writing practice
would enhance their business email writing skills, demonstrating confidence
in the technology's potential benefits. The openness to using ChatGPT for
various writing tasks beyond business emails was also notable, with 60% of
students showing willingness. Additionally, 56.6% of students are eager to
explore more features of ChatGPT to improve their writing, reflecting a
proactive attitude towards leveraging the technology's capabilities. Lastly,
73.3% of students are willing to recommend ChatGPT to their peers for
learning writing skills, underscoring a strong endorsement of the tool among
the participants.
Table 2. ChatGPT’s Usage Experience
SD
No Question D (f/%) Nl (f/%) A (f/%) SA (f/%)
(f/%)

OpenAI ChatGPT provides

complete features and is 1 2 4 15 8
6
easy to use for writing (3.3%) (6.7%) (13.3%) (50%) (26.7%)
business emails.

I think AI technologies such

as ChatGPT are great tools 2 3 12 7
7 6 (20%)
as they are available 24/7 (6.7%) (10%) (40%) (23.3%)
for business email writing.
I think OpenAI ChatGPT is
really easy to use for 1 2 5 13
8 9 (30%)
composing my business (3.3%) (6.7%) (16.7%) (43.3%)
emails.

179 | CHATGPT for Business Emails

 SD
No Question D (f/%) Nl (f/%) A (f/%) SA (f/%)
(f/%)
I like to use OpenAI
ChatGPT because it has
many good features 1 3 7 12 7
9
compared to other grammar (3.3%) (10%) (23.3%) (40%) (23.3%)
checker tools for business
email writing.
I believe ChatGPT has fast
and reliable responses for 2 3 5 13 7
10
business email writing (6.7%) (10%) (16.7%) (43.3%) (23.3%)
tasks.

The table on "Usage Experience" showcases the students'

perceptions of utilizing ChatGPT for writing business emails, indicating
generally favorable responses. A majority of students, 76.7%, agreed or
strongly agreed that OpenAI ChatGPT provides complete features and is
easy to use for writing business emails. This figure is the sum of 50% who
agreed and 26.7% who strongly agreed. Similarly, 63.3% of the students
appreciated the availability of AI technologies like ChatGPT 24/7 for
business email writing, with 40% agreeing and 23.3% strongly agreeing.
The ease of use of ChatGPT for composing business emails was confirmed
by 73.3% of the participants, comprising 43.3% who agreed and 30% who
strongly agreed. Additionally, 63.3% of students expressed a preference for
ChatGPT over other grammar checker tools due to its features, combining
40% who agreed and 23.3% who strongly agreed. Finally, 66.6% of the
students believed that ChatGPT provides fast and reliable responses for
business email writing tasks, based on 43.3% agreeing and 23.3% strongly
agreeing.
Table 3. The Benefits of ChatGPT
SD
No Question D (f/%) Nl (f/%) A (f/%) SA (f/%)
(f/%)
I believe AI technologies
such as ChatGPT can
provide me with unique
1 3 12 8
11 insights and perspectives for 6 (20%)
(3.3%) (10%) (40%) (26.7%)
writing business emails that
I may not have thought of
myself.
I think AI technologies such
1 2 5 14 8
12 as ChatGPT can provide me
(3.3%) (6.7%) (16.7%) (46.7%) (26.7%)
with personalized and

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 SD
No Question D (f/%) Nl (f/%) A (f/%) SA (f/%)
(f/%)
immediate feedback and
suggestions for my business
email writing assignments.

I think AI technologies such

as ChatGPT are great tools
2 3 7 11 7
13 for student support services
(6.7%) (10%) (23.3%) (36.7%) (23.3%)
due to anonymity in
business email writing.

OpenAI ChatGPT is very

useful in developing my 1 2 5 13
14 9 (30%)
writing skills, especially for (3.3%) (6.7%) (16.7%) (43.3%)
business email composition.
I am more effective in
tackling business email 2 3 12 7
15 6 (20%)
writing tasks after using (6.7%) (10%) (40%) (23.3%)
OpenAI ChatGPT.

The table 3 illustrates the students' recognition of the advantages

of using ChatGPT for writing business emails. A substantial 66.7% of
students believe that ChatGPT can provide unique insights and
perspectives for writing business emails, derived from 40% agreeing and
26.7% strongly agreeing. The value of personalized and immediate
feedback from ChatGPT was acknowledged by 73.4% of students,
combining 46.7% who agreed and 26.7% who strongly agreed. Its potential
for offering anonymous support was appreciated by 60%, with 36.7%
agreeing and 23.3% strongly agreeing. Furthermore, 73.3% of students
found ChatGPT very useful for developing their business email writing skills,
with 43.3% agreeing and 30% strongly agreeing. Lastly, 63.3% of students
felt more effective in tackling business email writing tasks after using
ChatGPT, based on 40% agreeing and 23.3% strongly agreeing.

Table 4. ChatGPT Concerns

No Question SD (f/%) D (f/%) Nl (f/%) A (f/%) SA (f/%)
Using generative AI
technologies such as
ChatGPT to write business 4 5 8 9 4
16
emails undermines the (13.3%) (16.7%) (26.7%) (30%) (13.3%)
value of learning proper
business communication.

181 | CHATGPT for Business Emails

 No Question SD (f/%) D (f/%) Nl (f/%) A (f/%) SA (f/%)
Generative AI technologies
such as ChatGPT will limit
10
my opportunities to interact 4 7
17 3 (10%) (33.3% 6 (20%)
with others and socialize (13.3%) (23.3%)
)
while composing business
emails.
Generative AI technologies
such as ChatGPT will
hinder my development of
11
generic or transferable 5 7 5
18 2 (6.7%) (36.7%
skills such as teamwork, (16.7%) (23.3%) (16.7%)
)
problem-solving, and
leadership skills in
business settings.
I can become overly reliant
on ChatGPT when 12 7
19 2 (6.7%) 3 (10%) 6 (20%)
completing my business (40%) (23.3%)
email writing tasks.
I think ChatGPT’s
responses for business 11
4
20 email writing may contain 3 (10%) 6 (20%) (36.7% 6 (20%)
(13.3%)
some inaccurate )
information.

The table on "ChatGPT Concerns" highlights the students'

concerns regarding the use of ChatGPT for writing business emails. A
notable 43.3% of students agreed or strongly agreed that using AI
technologies like ChatGPT could undermine the value of learning proper
business communication, with 30% agreeing and 13.3% strongly agreeing.
Similarly, 53.3% of students were concerned that ChatGPT might limit their
opportunities for social interaction while composing business emails,
combining 33.3% who agreed and 20% who strongly agreed. Additionally,
53.4% felt that reliance on ChatGPT could hinder the development of
generic skills such as teamwork and problem-solving, with 36.7% agreeing
and 16.7% strongly agreeing. The potential for becoming overly reliant on
ChatGPT for writing tasks was a concern for 63.3% of students, derived
from 40% agreeing and 23.3% strongly agreeing. Lastly, 56.7% of students
were wary that ChatGPT’s responses might contain inaccurate information,
with 36.7% agreeing and 20% strongly agreeing.

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DISCUSSION
Willingness to Use ChatGPT in Learning Writing
The data on students' willingness to use ChatGPT in learning
writing reveals a strong inclination towards integrating AI into their
educational routines. A significant portion of students believe ChatGPT can
enhance their writing skills, reflecting a positive attitude towards the
technology's potential benefits. This aligns with Lai & Bower (2019), who
found that students appreciate AI tools for their ability to provide
personalized learning experiences and improve academic performance.
Furthermore, the high percentage of students willing to recommend
ChatGPT to peers underscores the peer-influenced acceptance of AI tools,
as highlighted by Venkatesh et al. (2016). The overall positive reception
indicates a readiness among students to embrace AI technologies,
suggesting that ChatGPT can be a valuable asset in EFL learning
environments.
Usage Experience with ChatGPT
Students' responses about their experience using ChatGPT for
writing business emails reveal substantial satisfaction with the tool's
functionality. A majority found ChatGPT easy to use, which is consistent
with the Technology Acceptance Model (TAM) proposed by Davis et al.
(2024), where ease of use significantly influences technology adoption. The
preference for ChatGPT over other grammar checkers by the student
indicates its comprehensive utility in improving writing quality, as supported
by De Carolis et al. (2021), who found that AI tools providing extensive
writing assistance are favored. The high appreciation for ChatGPT's 24/7
availability reflects M Alshater (2022) findings on the importance of
continuous access to learning resources. These insights suggest that
students value ChatGPT not just for its immediate utility but also for its
broader impact on their learning process.
Perceived Benefits of Using ChatGPT
The data on perceived benefits highlights several key advantages
of using ChatGPT in writing business emails. A substantial 66.7% of

183 | CHATGPT for Business Emails

students believe ChatGPT offers unique insights and perspectives,
reinforcing the idea that AI can enhance creativity and content diversity, as
noted by Song & Song (2023). The high percentage of students appreciating
the personalized and immediate feedback aligns with Holmes et al. (2019),
who emphasized AI's role in providing tailored, real-time feedback that
improves learning outcomes. The importance of anonymous support and
the tool's utility in developing writing skills further underscore the
multifaceted benefits of AI in education, supporting Lai & Bower (2019)
conclusions on AI's effectiveness in specific skill development. These
findings collectively suggest that students recognize and value the
multifaceted benefits of ChatGPT in enhancing their writing skills.
Perceived Challenges in Using ChatGPT
Despite the positive feedback, the data also reveals significant
concerns regarding the use of ChatGPT. A notable of students worried that
AI might undermine the learning of proper business communication skills, a
concern echoed by Alharbi (2023) and George et al. (2024), who warned
about over-reliance on AI technologies. The concern about reduced
opportunities for social interaction aligns with Jääskelä et al. (2021),
emphasizing the need for maintaining human interaction in learning
environments. Additionally, the fear of dependency on AI and the potential
inaccuracy of AI responses are consistent with the issues raised Kirschner
& De Bruyckere (2017) and Zhao (2023), respectively. These concerns
highlight the necessity for a balanced approach to AI integration, ensuring
it complements rather than replaces essential human skills and interactions.

CONCLUSION
This study explored the perceptions of ESP students at a
Polytechnic university in Indonesia regarding the use of ChatGPT for writing
business emails. The findings indicate a generally positive attitude towards
ChatGPT, with students recognizing its potential to enhance their writing
skills and provide unique insights. The data revealed that a significant
proportion of students found ChatGPT easy to use, beneficial for developing

184 | Lingua: Jurnal Pendidikan Bahasa | Vol. 20 | No. 2 | 2024

their business email writing skills, and helpful in offering personalized
feedback. These positive perceptions align with recent research highlighting
the advantages of AI tools in education, such as improved learning
outcomes and increased engagement.
However, the study also identified notable concerns among
students, including the potential for over-reliance on AI, reduced
opportunities for social interaction, and the risk of inaccurate information
from ChatGPT. These concerns underscore the need for a balanced
approach to integrating AI technologies in educational settings. It is
essential to ensure that while AI tools are leveraged for their benefits, they
do not replace the fundamental skills and human interactions critical to
comprehensive learning experiences.
In summary, while ChatGPT has demonstrated considerable
potential as an educational tool for enhancing business email writing skills,
its integration into curricula should be carefully managed to address the
challenges and concerns identified. Future research should focus on
developing strategies to mitigate these challenges and maximize the
benefits of AI in education. By doing so, educators can harness the power
of AI to support and enrich student learning effectively.

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