Publication: Perceptions of ChatGPT-Assisted Writing in the Stages of the Writing Process: An Exploratory Study
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Date
2026
Authors
Ruiz Quiñonero, Jessica ; Garcés Manzanera, Aitor
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Facultad de Educación
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Publisher
IGI Global Scientific Publishing
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DOI
https://doi.org/10.4018/979-8-3373-9225-7.ch008
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info:eu-repo/semantics/bookPart
Description
Abstract
Artificial intelligence chatbots have recently drawn considerable attention for their potential to revolutionise education systems in myriad ways. Notwithstanding the growing interest in examining the use of chatbots in Foreign Language Teaching (FLT), research on Chatbot-Assisted Writing remains scarce. This study explores how 16 first-year upper secondary students from a Spanish high school interact with ChatGPT while writing an argumentative essay. Specifically, it gathers perceptions about the impact of this tool on the main stages of the Writing Process, namely Planning, Translating, and Reviewing. For this purpose, data on students' interactions with the tool, written essays, and responses to two different questionnaires were collected. Findings revealed that students predominantly used the chatbot for Planning, particularly when they lacked ideas or arguments. Consequently, their overall perceptions after completing the Chatbot-Assisted Writing Task were remarkably positive, suggesting that learners value their use in education and FLT.
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