Navigating Support: EFL Students’ Questions and Decisions Between ChatGPT and Teachers in L2 Writing
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This study investigates how EFL undergraduates distribute their writing-related questions between ChatGPT and their instructor by highlighting the distinct yet complementary roles of each. Seventeen first-year students majoring in English education in Korea participated in a 15-week composition course where they produced drafts, asked questions to both sources, and reflected through journals and interviews. Analysis of these data revealed that students consulted ChatGPT primarily for translation support, vocabulary alternatives, sentence flow, and idea generation, while directing questions about nuance, cultural appropriateness, depth, and evaluation to their instructor. Decisions were shaped not only by convenience and access but also by metacognitive awareness of ChatGPT’s limitations and concerns about authorship. Students described using AI as a resource for exploration while ultimately relying on the instructor as the authoritative guide for academic expectations and readability. These findings underscore questioning as a central feedback-seeking practice and suggest that writing instruction can benefit from positioning ChatGPT and teacher feedback as complementary, rather than competing, supports.
Abstract
This study investigates how EFL undergraduates distribute their writing-related questions between ChatGPT and their instructor by highlighting the distinct yet complementary roles of each. Seventeen first-year students majoring in English education in Korea participated in a 15-week composition course where they produced drafts, asked questions to both sources, and reflected through journals and interviews. Analysis of these data revealed that students consulted ChatGPT primarily for translation support, vocabulary alternatives, sentence flow, and idea generation, while directing questions about nuance, cultural appropriateness, depth, and evaluation to their instructor. Decisions were shaped not only by convenience and access but also by metacognitive awareness of ChatGPT’s limitations and concerns about authorship. Students described using AI as a resource for exploration while ultimately relying on the instructor as the authoritative guide for academic expectations and readability. These findings underscore questioning as a central feedback-seeking practice and suggest that writing instruction can benefit from positioning ChatGPT and teacher feedback as complementary, rather than competing, supports.