ISSN: 2226-6348
Open access
The study explores Pre-University students’ perspectives on the use of ChatGPT and its limitations as an educational tool. While much existing research highlights the advantages of ChatGPT in education, few studies focus on its potential drawbacks. Employing a qualitative research design, this study investigates the experiences of five Teaching English as a Second Language (TESL) students who have been using ChatGPT in their writing classes. Data were collected through semi-structured interviews, allowing a richer analysis on their experience in using ChatGPT. The findings revealed that ChatGPT aided the students to brainstorm, personalize learning, simplify complex ideas and paraphrase. However, limitations such as inaccurate information, false citations and time consumption were identified, all of which affect its educational effectiveness. These findings highlight the need for further research into the broader implications of using other AI tools in education and underscore the importance of developing ethical guidelines for responsible AI use.
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