This study explores the perceptions of EFL (English as a Foreign Language)
students regarding the use of ChatGPT in academic writing. The research aims to
understand how students experience, benefit from, and respond to the use of AI
based writing assistance tools, particularly ChatGPT, in their academic writing
tasks. Using a qualitative case study method, data were collected through
observations, questionnaires, and interviews involving 25 students from the 2021
cohort of the English Education Department at Universitas Ibn Khaldun. The
findings reveal that learners generally have a positive perception of ChatGPT. EFL
learners found it helpful in generating ideas, improving grammar and vocabulary,
organizing content, and providing real-time feedback, which collectively enhanced
their confidence and writing efficiency. However, the study also highlights several
concerns, including overreliance on the tool, its potential impact on critical thinking
skills, the risk of plagiarism, and occasional inaccuracies in generated content.
These findings offer valuable insights for educators in designing writing instruction
that responsibly integrates AI tools while fostering students’ critical and
independent writing skills.

Keywords: ChatGPT, EFL students, academic writing, perception, artificial
intelligence