LEARNING OR COPYING? A PHENOMENOLOGICAL STUDY OF STUDENTS’ RELIANCE ON CHATGPT IN WRITING TASKS

Abstract

In recent years, the use of Artificial Intelligence (AI) has rapidly increased in education, particularly in writing activities. Many students rely on ChatGPT to complete their writing tasks, which raises questions about whether the tool genuinely supports learning or instead fosters dependency. This research aims to explore students’ experiences in using ChatGPT for writing and to examine whether it enhances their understanding or reduces their ability to think critically and write independently. This study adopts a qualitative phenomenological approach involving students from the English Department at Suryakancana University. The data are collected through interviews and document analysis, focusing on students’ narratives and written works related to the use of ChatGPT in academic writing tasks. The interview data provide insights into students’ perceptions, strategies, and challenges when using ChatGPT, while document analysis examines how the tool is reflected in their written assignments. The collected data are analyzed thematically to identify recurring patterns and meanings in students’ experiences. The findings are expected to provide a deeper understanding of how ChatGPT influences students’ writing processes, learning autonomy, and critical thinking skills. This study is also expected to contribute to discussions on the responsible and ethical use of AI tools in higher education, particularly in maintaining a balance between receiving technological support and developing independent writing competence.