Abstract
This study aims to examine the role of ChatGPT in academic writing by investigating the benefits and limitations of using AI tools in higher education language learning. Specifically, it compares students’ initial expectations with their post-task perceptions following the use of ChatGPT to draft a cover email. A mixed-methods approach was adopted with 101 students enrolled in a professional communication course at a Spanish university. Participants used ChatGPT to write a 250-word cover email, which was evaluated through peer assessment. Data were collected via pre- and post-task surveys and a focus group, and analysed using descriptive statistics, paired t-tests, and thematic analysis. Results showed that students’ post-task perceptions slightly exceeded their initial expectations, particularly in areas such as grammar and vocabulary. However, concerns persisted regarding ChatGPT’s limitations in personalisation and creativity. Most found the tool efficient for organisation and drafting but highlighted the need for personal input to ensure originality. Students recognise that ChatGPT enhances technical aspects of writing but cannot replace human creativity or authenticity, especially in competitive academic tasks. The findings support previous studies on the need for balanced AI integration and teacher guidance to foster originality in students’ writing.
References
AbuSa'aleek, A. O., & Alenizi, A. (2024). Unveiling postgraduates' perspectives on using ChatGPT as a tool for learning in higher education. Teaching English with Technology, 24(3). https://doi.org/10.56297/vaca6841//BFFO7057/NXQR9614
Arifin, M. A., Rahman, A. A., Balla, A., Susanto, A. K., & Pratiwi, A. C. (2024). ChatGPT Affordances and Indonesian EFL Students’ Perceptions in L2 Writing: A Collaborative Reflexive Thematic Analysis. Changing English, 1–17. https://doi.org/10.1080/1358684X.2024.2418132
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. University of Rhode Island. https://digitalcommons.uri.edu/cba_facpubs/548
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Baskara, R., & Mukarto, M. (2023). Exploring the Implications of ChatGPT for Language Learning in Higher Education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343-358. http://dx.doi.org/10.21093/ijeltal.v7i2.1387
Behforouz, B., & Al Ghaithi, A. (2024). Grammar gains: Transforming EFL learning with ChatGPT. Educational Process: International Journal, 13(4), 25-41. https://doi.org/10.22521/edupij.2024.134.2
Callanan, L. (2024). Artificial intelligence: Panacea or Pandora’s box? TLN Journal, 31(2), 2. https://www.ieuvictas.org.au/news/ai-in-education-panacea-or-pandoras-box
Camps D. (2022). About teaching email writing for work. Revista de Clase Internacional, 9 (16), 5-9. https://issuu.com/declaseinternacional/docs/dci16v04
Çobanoğulları, F. (2024). Learning and teaching with ChatGPT: Potentials and applications in foreign language education. The EuroCALL Review, 31(1), 4-15. https://doi.org/10.4995/eurocall.2024.19957
Deng, J., & Lin, Y. (2023). The Benefits and Challenges of ChatGPT: An Overview. Frontiers in Computing and Intelligent Systems, 2(2), 81-83. https://doi.org/10.54097/fcis.v2i2.4465
Downes, C. (2008). Cambridge English for Job-hunting. Cambridge University Press.
Evans, V. (2004). Successful writing: upper-intermediate, 2nd ed. Express Publishing.
Feng Teng, M. (2024). A Systematic Review of ChatGPT for English as a Foreign Language Writing: Opportunities, Challenges, and Recommendations. International Journal of TESOL Studies, 6(3). https://doi.org/10.58304/ijts.20240304
Kusumaningrum, W. R., Lim, H. J., Challis, K., & Beck, J. (2024). Exploring How English Language Learners Use ChatGPT in Their Email Writing Processes. In Chapelle, C. A., Beckett, G. H., & Ranalli, J. (Eds), Exploring artificial intelligence in applied linguistics (pp. 42-58). Iowa State University Digital Press.
Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 100174. https://doi.org/10.1016/j.caeo.2024.100174
Levine, S., Beck, S. W., Mah, C., Phalen, L., & Pittman, J. (2024). How do students use ChatGPT as a writing support? Journal of Adolescent & Adult Literacy, 0, 1-13. https://doi.org/10.1002/jaal.1373
Liu, D. Y. T., Bassett, M. A., & Iacono, C. (2024). Engaging with generative AI in education: Four important mindset shifts. TLN Journal, 31(2), 20-24. https://search.informit.org/doi/10.3316/informit.T2025021000004591198584622
Mackey, D. (2005). Send me a message: a step by step approach to business and professional writing, 1st ed. McGraw-Hill.
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 1-13. https://doi.org/10.1080/14703297.2024.2319184
Rahimi, A. R., Sheyhkholeslami, M., & Pour, A. M. (2025). Uncovering personalized L2 motivation and self-regulation in ChatGPT-assisted language learning: A hybrid PLS-SEM-ANN approach. Computers in Human Behavior Reports, 17, 100539. https://doi.org/10.1016/j.chbr.2024.100539
Rangelov, M. (2024). AI: Revolutionising education. TLN Journal, 31(2), 3. https://search.informit.org/toc/tlnj/31/2
Sajawal, M. F., & Kittur, J. (2024). Examining Students’ Beliefs on the Use of ChatGPT in Engineering. In 2024 ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--47373
Salwa, A., & Tyas, N. K. (2024). Exploring Students’ Perception of EFL on the Use of ChatGPT to Complete the English Writing Task. International Journal of Social, Politics, and Humanities, 7(1), 80-92. https://doi.org/10.33019/berumpun.v7i1.186
Werdiningsih, I., Marzuki, Indrawati, I., Rusdin, D., Ivone, F. M., Basthomi, Y., & Zulfahreza. (2024a). Revolutionizing EFL writing: Unveiling the strategic use of ChatGPT by Indonesian master’s students. Cogent Education, 11(1), 2399431. https://doi.org/10.1080/2331186X.2024.2399431
Werdiningsih, I., Marzuki, & Rusdin, D. (2024b). Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing. Cogent Arts & Humanities, 11(1), 2392388. https://doi.org/10.1080/23311983.2024.2392388
Woo, D. J., Susanto, H., Yeung, C. H., Guo, K., & Fung, A. K. Y. (2024). Exploring AI-generated text in student writing: How does AI help? Language Learning & Technology, 28(2), 183–209. https://doi.org/10.64152/10125/73577
Yilmaz, H., Maxutov, S., Baitekov, A., & Balta, N. (2023). Student attitudes towards Chat GPT: A technology acceptance model survey. International Educational Review, 1(1), 57-83. https://doi.org/10.58693/ier.114
Zhu, M., & Wang, C. (2025). A systematic review of artificial intelligence in language education: Current status and future implications. Language Learning & Technology, 29(1), 1–29. https://doi.org/10.64152/10125/73606
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Author and CALL-EJ