ChatGPT Use and Perceptions in B.A. Monograph Writing: A Mixed-Methods Study of Moroccan EFL Students
Abstract
Since its release in November 2022, ChatGPT has attracted considerable attention in higher education, particularly for its potential to support academic writing. However, research on its use by English as a Foreign Language (EFL) students in the Moroccan higher-education context remains limited, especially in relation to extended academic writing tasks such as B.A. monographs. This mixed-methods study investigates Semester 6 EFL students’ use and perceptions of ChatGPT in composing their B.A. monographs, focusing on its perceived benefits and limitations, factors related to its acceptance, informed by selected constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT), and ethical concerns surrounding its use. Data were collected from 221 students in the English Department at Ibn Tofail University through an online survey, complemented by semi-structured interviews that provided deeper insights into students’ experiences and perceptions. The findings reveal generally positive perceptions of ChatGPT, with students identifying brainstorming and idea generation, vocabulary development, grammar correction, paraphrasing, and the organization of ideas as key benefits. At the same time, students expressed concerns about hallucinations and inaccurate information, overreliance on AI-generated content, and plagiarism and other academic-integrity issues. The findings further highlight the role of UTAUT-related factors in shaping students’ acceptance of ChatGPT for academic writing. The study concludes that ChatGPT can serve as a valuable supplementary tool for supporting EFL students’ academic writing when used critically and responsibly, while emphasizing the need to foster AI literacy, critical evaluation skills, and responsible AI use within EFL curricula.
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DOI: https://doi.org/10.31004/jele.v11i5.3261
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