AI AS ACADEMIC ASSISTANT? INVESTIGATING CHATGPT RELIANCE AMONG PRE-SERVICE ENGLISH TEACHERS IN UNIVERSITY SETTINGS
DOI:
https://doi.org/10.21009/ishel.v1i1.57330Abstract
This qualitative study explores the reliance of pre-service English teachers on ChatGPT as an academic support tool within university settings. Using a phenomenological approach, the research investigates how students describe their dependence on ChatGPT, how they perceive its benefits and limitations, how it is integrated into their academic practices, and what experiences shape their use of the tool. Data were collected through semi-structured interviews and analyzed thematically. Findings reveal that ChatGPT is widely used for drafting, idea generation, translation, and organizing academic writing. While students appreciate its efficiency and language support, concerns emerged over declining autonomy, critical thinking, and academic integrity. ChatGPT is viewed both as a personal assistant and an emergency solution, creating a dual perception of support and dependency. The study concludes with a call for guided and reflective AI use in educational contexts to ensure sustainable learning and responsible digital engagement among future educators.
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