The Effect of Chatgpt on Vocational Students’ Writing and Plagiarism Awareness

I Gede Kardiyasa; Made Hery Santosa; I Putu Indra Kusuma

doi:10.55681/jige.v7i3.6900

Authors

I Gede Kardiyasa Universitas Pendidikan ganesha
Made Hery Santosa Universitas Pendidikan ganesha
I Putu Indra Kusuma Universitas Pendidikan ganesha

DOI:

https://doi.org/10.55681/jige.v7i3.6900

Keywords:

ChatGPT, EFL writing, vocational students, plagiarism awareness, MANOVA

Abstract

Generative artificial intelligence (AI) such as ChatGPT is increasingly integrated into English as a Foreign Language (EFL) writing instruction. However, empirical evidence in vocational high school contexts remains limited, particularly concerning its impact on academic integrity. This quasi-experimental study examined the effects of ChatGPT-assisted writing instruction on students’ writing performance and plagiarism awareness. Sixty-eight tenth-grade students from a vocational high school in Bali were assigned to an experimental group (ChatGPT-assisted process writing with academic integrity guidance) and a control group (conventional instruction). Students completed a descriptive writing test and a plagiarism-awareness questionnaire. Data were analyzed using one-way MANOVA. The results revealed a significant multivariate effect, with the experimental group outperforming the control group in writing (M=73.76 vs 62.76) and plagiarism awareness (M=134.00 vs 88.85). These findings highlight ChatGPT’s potential to enhance both writing proficiency and academic integrity when integrated with explicit instruction on paraphrasing, citation, and ethical AI use.

Downloads

Download data is not yet available.

References

Alberth. (2023). The use of ChatGPT in academic writing: A blessing or a curse in disguise? Teflin Journal, 34(2), 337–352. https://doi.org/10.15639/teflinjournal.v34i2/337-352

Barrot, J. S. (2023). ChatGPT as a Language Learning Tool: An Emerging Technology Report. Technology, Knowledge and Learning, (December). https://doi.org/10.1007/s10758-023-09711-4

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Curtis, G. J., Gouldthorp, B., Thomas, E. F., O’Brien, G. M., & Correia, H. M. (2013). Online academic-integrity mastery training may improve students’ awareness of, and attitudes toward, plagiarism. Psychology Learning & Teaching, 12(3), 282–289. https://doi.org/10.2304/plat.2013.12.3.282

Devlin, M., & Gray, K. (2007). In their own words: a qualitative study of the reasons Australian university students plagiarize. Higher Education Research & Development, 26(2), 181–198. https://doi.org/10.1080/07294360701310805

Erguvan, I. D. (2022). An attempt to understand plagiarism in Kuwait through a psychometrically sound instrument. International Journal for Educational Integrity, 18(26), 1–17. https://doi.org/10.1007/s40979-022-00120-1

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600

Gregory, R. J. . (2014). Psychological testing : history, principles, and applications (7th ed.). Pearson.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Harrad, R., Keasley, R., & Jefferies, L. (2024). Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors. Higher Education Research & Development, 43(7), 1556–1570. https://doi.org/10.1080/07294360.2024.2339833

Hyland, K. (2003). Second Language Writing. Cambridge University Press.

ICAI. (2021). The Fundamental Values of Academic Integrity (3rd ed.). International Center for Academic Integrity.

Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say? Online Journal of Communication and Media Technologies, 13(4), 1–20. https://doi.org/10.30935/ojcmt/13572

Kartini, M. M., Santosa, M. H., & Indrayani, L. (2025). Students’ Acceptance and Enjoyment of ChatGPT in English Language Learning. Journal of Educational Study, 5(2), 171–186. https://doi.org/10.36663/joes.v5i2.1100

Kayalı, B., Yavuz, M., Balat, Ş., & Çalışan, M. (2023). Investigation of student experiences with ChatGPT-supported online learning applications in higher education. Australasian Journal of Educational Technology, 39(5), 20–39. https://doi.org/10.14742/ajet.8915

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 1–14. https://doi.org/10.1177/00336882231162868

Kostka, I., & Toncelli, R. (2023). Exploring Applications of ChatGPT to English Language Teaching: Opportunities, Challenges, and Recommendations. Teaching English as a Second or Foreign Language--TESL-EJ, 27(3). https://doi.org/10.55593/ej.27107int

Kusuma, I. P. I. (2020). Mengajar Bahasa Inggris Dengan Teknologi: Teori Dasar Dan Ide Pengajaran. Deepublish.

Kusuma, I. P. I. (2021). Tpack-related programs for pre-service english teachers: An in-depth analysis on efforts and issues of ict integration. Cakrawala Pendidikan, 40(1), 183–195. https://doi.org/10.21831/cp.v40i1.28820

Kusuma, I. P. I., Ningsih, N. P. R. A., & Juniarta, P. A. K. (2025). Understanding English Learning by EFL Students in Informal Digital Learning of English. Mextesol Journal, 49(3), 1–11. https://doi.org/10.61871/mj.v49n3-3

Kusuma, I. P. I., Roni, M., Dewi, K. S., & Mahendrayana, G. (2024). Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers’ teaching practicum experience. Studies in English Language and Education, 11(2), 650–670. https://doi.org/10.24815/siele.v11i2.34748

Li, M. (2024). Leveraging ChatGPT for Second Language Writing Feedback and Assessment. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1–11. https://doi.org/10.4018/IJCALLT.360382

Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11(9), 1–18. https://doi.org/10.1186/s40561-024-00295-9

Man, A., Tai, Y., Meyer, M., Varidel, M., Prodan, A., Vogel, M., Iorfino, F., & Krausz, R. M. (2023). Exploring the potential and limitations of ChatGPT for academic peer-reviewed writing : Addressing linguistic injustice and ethical concerns. Journal of Academic Language & Learning, 17(1), 16–30.

Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(153), 1–13. https://doi.org/10.3390/computers12080153

Ogugua, D., Yoon, S. N., & Lee, D. (2023). Academic integrity in a digital era: Should the use of ChatGPT be banned in schools? Global Business and Finance Review, 28(7), 1–10. https://doi.org/10.17549/gbfr.2023.28.7.1

Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101

Prashar, A., Gupta, P., & Dwivedi, Y. K. (2024). Plagiarism awareness efforts, students’ ethical judgment and behaviors: a longitudinal experiment study on ethical nuances of plagiarism in higher education. Studies in Higher Education, 49(6), 929–955. https://doi.org/10.1080/03075079.2023.2253835

Pratama, R. M. D., & Hastuti, D. P. (2024). The use of artificial intelligence to improve EFL students’ writing skill. English Learning Innovation, 5(1), 13–25. https://doi.org/10.22219/englie.v5i1.30212

Razı, S. (2015). Development of a rubric to assess academic writing incorporating plagiarism detectors. Sage Open, 5(2), 1–13. https://doi.org/10.1177/2158244015590162

Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

Sabaghinejad, Z., Parsaei-Mohammadi, P., & Khanfari, N. (2024). Awareness of plagiarism: Adaption, validity, and reliability of questionnaires in Iranian medical sciences for post-graduate students. Journal of Education and Health Promotion, 13(1), 1–8. https://doi.org/10.4103/jehp.jehp_86_24

Santosa, M. H. (2022). Nature and Roles of Technology in English Language. https://doi.org/10.31219/osf.io/z4sbu

Santosa, M. H., Kusuma, I. P. I., & Budiarta, L. G. R. (2026). Investigating the role of mindful, meaningful, and joyful learning in promoting deep learning in AI-based language learning. Australian Journal of Applied Linguistics, 9, 103446–103464. https://doi.org/10.29140/ajal.2026.103446

Santosa, M. H., Trisna Yanti, G. A. M., & Adnyani, L. D. S. (2024). The integration of Google Translate as a machine translation aid in EFL students’ thesis composition. LLT Journal: A Journal on Language and Language Teaching, 27(1), 214–229. https://doi.org/10.24071/llt.v27i1.3734

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December), 1–14. https://doi.org/10.3389/fpsyg.2023.1260843

Teng, M. F. (2024). A Systematic Review of ChatGPT for English as a Foreign Language Writing: Opportunities, Challenges, and Recommendations. International Journal of TESOL Studies, Vol. 6 (3), 36–57. https://doi.org/10.58304/ijts.20240304

Wahyudin, H., & Andini, I. R. (2023). Implementation of ChatGPT on English class essay writing skills in university students. ELS Journal on Interdisciplinary Studies in Humanities, 6(4), 700–707. https://doi.org/DOI:https://doi.org/10.34050/elsjish.v6i4.31424

Weigle, S. C. (2002). Assessing writing. Cambridge University Press.