Writing in the Era of ChatGPT: Exploring the Use of ChatGPT by EFL Saudi University Students

Abstract

This study investigates Saudi EFL university students’ perceptions of ChatGPT as a writing supportive tool, and examines the factors that influence its acceptance and use in academic writing. The study is centered on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework (Venkatesh et al., 2012), with Learning Autonomy theory (Benson, 2013) employed as a complementary interpretive lens.

An explanatory sequential mixed-methods design was employed. In the quantitative phase, a UTAUT2-adapted questionnaire was administered to 119 Saudi EFL foundation-year students at King Abdulaziz University in Jeddah, Saudi Arabia. Descriptive statistics and independent samples t-tests were used to analyze responses across seven UTAUT2 constructs. In the qualitative phase, semi-structured interviews were conducted with four students to explore their experiences in greater depth. Quantitative results indicated generally positive perceptions, with effort expectancy (M = 3.52, 88.0%) and facilitating conditions (M = 3.46, 86.5%) emerging as the strongest dimensions. Social influence (M = 2.75, 68.8%) was the weakest construct, suggesting that adoption is primarily self-directed rather than institutionally encouraged.

Five themes were identified through deductive thematic analysis of the interview data: writing support and quality improvement, time-saving and ease of writing, increased confidence and positive writing experience, limitations and trust concerns, and dependence and responsible use. Methodological triangulation revealed convergence across core UTAUT2 constructs, complementarity in behavioural intention and habit, divergence in social influence, and extension through emergent limitations not captured by the questionnaire. The findings suggest that ChatGPT is perceived as a useful, accessible, and emotionally supportive writing tool, while students demonstrate critical awareness of its limitations and articulate strategies for responsible use. The study contributes to the growing body of research on AI in EFL education and offers practical implications for integrating ChatGPT into writing pedagogy in Saudi higher education contexts.