IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No.

1; 2024

The Benefits and Weaknesses of ChatgGPT on Students’ Learning Writing

Su Ai Anh Thu1*, Tran Thi Hoang Nguyen1

1 Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam
*
Corresponding author’s email: [email protected]
*
https://orcid.org/0009-0007-5604-3105
https://doi.org/10.54855/ijaile.24112
®
Copyright (c) 2024 Su Ai Anh Thu, Tran Thi Hoang Nguyen

Received: 15/08/2024 Revision: 10/09/2024 Accepted: 10/09/2024 Online: 20/09/2024

ABSTRACT

ChatGPT is seen as an Artificial Intelligence application of OpenAI

in the industrial era 4.0. ChatGPT has been identified as possibly
being used in a variety of disciplines, including education. Previous
research has shown that employing ChatGPT as a learning helper
can help students enhance their learner autonomy, research, and
scholarship. Furthermore, studies discovered that ChatGPT poses
several obstacles to learners, particularly those beginning to write,
such as illusions and potential illicit authorship and copyright.
Consider that there are few studies conducted in Vietnam on this
topic. This study aims to identify the limitations of Chat GPT that
people typically encounter when studying writing, particularly in the
Research Writing Course, and explore whether Chat GPT helps
learners improve writing outcomes. The author discovered
qualitative data from interviews with seven Master Course students,
Keywords: Chat GPT, indicating that despite the numerous problems that students
Artificial Intelligence, frequently face when utilizing ChatGPT, this platform can help them
Writing Learning improve their writing abilities.

Introduction
In industrial era 4.0, technology developed rapidly with the emergence of Artificial Intelligence
(AI), which is a technological system created to help humans solve cognitive issues as
intelligently as humans (Fitria, 2023). According to Fitria (2021a), AI is produced to perform
human-like actions. It can understand humans' speech, perception, and emotions and respond
to every requirement as an assistant to the user. Moreover, thanks to a developing focus on
"intelligence", AI has more creativity to design software and solve complex problems.
Therefore, AI is also considered Machine Intelligence and is applied in many fields (Mehrotra,
2019, cited in Fitria, 2021a).
In the sustainable development of artificial intelligence, AI was used through many platforms,
such as Google on the Internet, Siri on Apple smartphones, etc. (Wei et al., 2018). ChatGPT is
one of the most common AI applications, and it is a chatbot platform that allows users and
computers to communicate through text-based online chat conversations (Fitria, 2023). Chat
GPT has been considered the fastest-growing app since its public release in November 2022
CITATION | Su, A. A. T., & Tran, T. H. N. (2024). The Benefits and Weaknesses of ChatgGPT on Students’
Learning Writing. International Journal of AI in Language Education, 1(1), 20-28.
https://doi.org/10.54855/ijaile.24112
IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No. 1; 2024

(Rudolph et al., 2023). According to Firat (2023), Chat GPT has grown at a rapid pace, reaching
over one million users in just five days, while Tiktok took nine months, Facebook took
approximately one year, Twitter took two years, and Instagram took over two years (Wodecki,
2023 cited in Firat) to achieve the same number. Moreover, thanks to the innovation by the
OpenAI company, ChatGPT is recognized as a potential application in various fields, especially
in education (Bozkurt, 2023; Sallam, 2023). Students will likely improve their learner
autonomy by using ChatGPT as a learning assistant (Biswas, 2023). Learners can use ChatGPT
as an AI-based chatbot that can be contacted by both text and voice. The GPT language model
allows it to provide learners with personalized recommendations and assistance. Furthermore,
the study by Wang (2023) reported that Chat GPT can help learners enhance research and
scholarship in six ways: (1) literature review assistance, (2) text generation, (3) data analysis,
(4) language translation, (5) automated summarization, (6) question answering. The capabilities
of GPT also concentrate on creativity and analysis of learners' work. Consequently, ChatGPT
has become more and more prevalent in education.
While Chat GPT is considered an assistant for learning, many researchers argue that it may
bring many disadvantages to learners, especially in learning writing (Nguyen, 2024; Ho, 2024;
Pham & Le, 2024). Shidiq (2023) stated that the ability of Chat GPT can ease the processing of
information, but it will make learners uncreative. In addition, Rudolph, Tan, and Tan (2023)
reported that the GPT system gives learners incorrect information or answers. The number of
instances of illusions, and prospective illegal authorship and copyright have increased in
sending emails, disinformation, spyware creation, and hacking. Therefore, many countries and
publishers prohibited the use of Chat GPT, such as North Korea, Iran, Russia, and China
(Browne, 2023). Hence, many researchers doubt whether this technology has the potential to
be disruptive to students' learning of writing (Pham & Le, 2024). Therefore, this study aims to
identify the limitations of Chat GPT that people typically encounter when studying writing,
particularly in the Research Writing Course, and explore whether Chat GPT helps learners
improve writing outcomes.

Literature Review
What is ChatGPT?
ChatGPT is an Artificial Intelligence application of OpenAI company that is produced based
on Chatbot technology and applied text generation tools, such as Chat GPT and GPT-3 (Fitria,
2023). In the rapid innovation of AI, Chatbot is built as “robots” that can “chat” with humans
and facilitate human life. According to Dharani et al. (2020), the authors state that Chatbot is
an intelligent system that uses the natural language process (NLP) to carry out conversations
by text or voice. By comparing the input requirements of the user to the chatbot database, if
both of them match, the Chatbot will return the proper output to the user. The Chatbot will give
some suggestions based on related data if the user's entry does not match its data. With this
framework, Chatbot can answer any questions from humans. Moreover, in the study of Wei et
al. (2018), the authors find that users can communicate with computers as human conversations,
due to its eight abilities: (1) self-consciousness, (2) humorous, (3) purity, (4) IQ, (5) EQ, (6)
memory, (7) self-learning and (8) charisma. Therefore, Chatbot has been implemented as an
assistance tool, such as Google on the Internet, Siri on Apple smartphones, etc., in many fields.
The development of AI has continuously increased with the emergence of text generation tools,
like Chat GPT (Chat Generative Pre-trained Transformer), GPT-3, and GPT-4 (Fitria, 2023a;
Firat, 2023b; Zhou et al., 2022; Rudolph et al., 2023). Chatbots for plagiarism in news sources

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and scientific literature, Chat GPT, was launched by the OpenAI company. In 2020, GPT-3 was
released by the business as a big language model. It has a super performance in translating,
summarizing, paraphrasing, and generating that can create text from billions of analyzed words
of training data to determine the data's comprehension. With the new version of Chat GPT, this
AI technology can create new texts, in formal and informal formats, from database resources.
These text-generation tools increase ChatGPT's availability, flexibility, and effect. Then, in
March 2023, the Chat GPT-4 model emerged, which can receive information via pictures, text,
and voice and solve more complex problems. It can create texts more variously and creatively
and give instructions more detailed (Yu, 2023). Hence, ChatGPT is an AI application that can
chat with humans and facilitate their daily problems. It is built from the Chatbot framework,
which uses natural language process (NLP) to communicate as human interaction and text
generation technology, such as Chat GPT, GPT-3, and GPT-4. The capabilities of this
application can be used in service, business, tourism, economics, and so on to minimize human
workload as assistance tools (Sallam, 2023).
The advantages of ChatGPT in teaching and learning
In the study of Bozkurt (2023), the author states that by the ability to respond and solve difficult
issues of people, ChatGPT has been applied in many fields, especially in education in the study
by Wang (2023), which was conducted to explore the potential effect of ChatGPT on academia
and libraries. As a result of this study, researchers found that learners use ChatGPT in six ways
to improve their research and scholarships. The first way is literature review assistance.
ChatGPT can summarize articles and give a list of related studies using keywords or topics. The
second way is text generation, which means ChatGPT can generate writing in natural language,
giving learners samples, ideas, and formats to write their own research. The third method is
data analysis, which means learners can find the text data that was analyzed in large numbers,
such as a country's population, cars in a particular city, and so on. The fourth method is language
translation, which means learners can use ChatGPT as a translator, which allows them to
comprehend sources in multiple languages. The fifth method is automated summarization,
which means the Chatbot database's scientific documents are automatically summarized to give
learners the latest innovations in their professions. The last way is question answering means
ChatGPT can be a useful tool for scholars by answering any questions efficiently and quickly.
Hence, the author concluded that ChatGPT can advance the scholarship and academia of
learners in several new ways.
In addition, Firat (2023b) stated that Chat GPT can boost engagement and motivation of learner
autonomy through its assistance, guidance, and comments. By the GPT-4 model, ChatGPT can
interact with learners as a learning assistant. It gives real-time feedback for their writings and
gives professional information for their research or study. It helps learners stay on task and find
out their mistakes in real time. Moreover, Chat GPT also helps students as a mentor by giving
suggestions about learning strategies, activities, or tasks that are suitable to their own learning
style. Chat GPT is also convenient and flexible for students to use in learning. Learners can use
it as a chatbot, like chatting with friends anytime and anywhere. To learn, students can be
provided with open resources such as applications, websites, documents, and so on. Hence, the
number of autonomous learners using ChatGPT is currently increasing.
The disadvantages of ChatGPT in teaching-learning
While Chat GPT is seen as a learning aid, several academics suggest that it may provide
numerous obstacles to students, particularly when learning to write. According to Shidiq (2023),
the author stated that ChatGPT has several weaknesses. First is the lack of direct interaction. It
just interacts with learners online via a chatbot; it is not a real human, so it cannot model or

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example in the learning process. Second is that the super ability of Chat GPT can make learners
uncreative. Chat GPT may generate numerous works in a formal or informal style, such as
poetry, novels, essays, tales, and so on, easily substituting learners' work, thanks to its capacity
to interpret real language. As a result, instructors who often utilize ChatGPT will lack
inventiveness in their writing skills. The last one misunderstands users’ requirements.
Sometimes, students may be not satisfied since Chat GPT does not understand their questions
or requirements. It gives wrong learners wrong answers. Rudolph, Tan, and Tan (2023) revealed
that the GPT system provides inaccurate information or responses to students. Hence, Shidiq
claims that Chat GPT is also an innovative new technology. Teachers and learners should
understand its limitations and potential to implement ChatGPT in teaching and learning.
Furthermore, the number of cases of deception, as well as potential illicit authorship and
copyright, has skyrocketed in sending emails, misinformation, malware production, and
hacking. In March 2023, Yu conducted a study to discover whether teachers and educators
should ban the use of Chat GPT in the academy or not because of the adverse effects and risks
of this platform's application. The author reported that using Chat GPT may lead to increased
cheating and dishonest assignments among learners and reduce interactions among learners and
teachers. According to Mc Gee (2023, cited in Yu), 89% of American college students'
homework tasks were completed using ChatGPT, with 53% written by AI. As a result, several
governments and publications, including North Korea, Iran, Russia, and China, have forbidden
the use of Chat GPT (Browne, 2023)
A gap in this study is that few studies have been conducted in Vietnam about this topic,
ChatGPT. Therefore, this study is conducted to explore the challenges of Vietnamese learners
in the Research Writing Course using Chat GPT to learn writing and explore whether Chat GPT
helps learners improve writing outcomes.
Research Questions
To fulfill the purpose of the study, the survey sought to answer the following research questions:
1. What weaknesses do Chat GPT learners often encounter in learning writing, especially in
Research Writing Courses?
2. Are students' writing abilities enhanced by using Chat GPT?

Methods
Research context and participants
Due to the substantial development of AI, Chat GPT has become increasingly popular among
teachers and students at Van Lang University's Faculty of Foreign Languages, where this study
was conducted. Chat GPT is regarded as a learning assistant or assisting tool in the field of
education. This study was performed to discover the weaknesses of Chat GPT, which challenges
Vietnamese learners in learning writing, especially in the Research Writing Course, and explore
whether Chat GPT helps learners improve writing outcomes or not. Participants include 7
learners in the Master Course at the Faculty of Foreign Languages at Van Lang University who
are English teachers at public schools, English Centers, or Tutors in HCM city. Learners use
Chat GPT to learn and research to complete many tasks, assignments, and studies in their
Master's Course.
Sampling method
This study used a non-probability sampling approach, convenience, and voluntary response

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sampling. The qualitative sampling approaches are computed. There are 7 questions separated
into two parts: four questions concerning the weaknesses of Chat GPT and three questions about
the effect of Chat GPT. It took one week to collect all of the responses and data. The researchers
conducted interview appointments with 7 learners by calling via the Zalo app. As a result, the
author discovers that each learner has their own way of applying Chat GPT in their study based
on their own learning style.
Research procedure
In addition, we conceal the pupils' identities to preserve their privacy. The author has compiled
a list of interview questions for learners to go deeper into the challenges that learners encounter
during the learning process. There are seven private interviews for seven learners. The purpose
of these questions is to find the weaknesses of Chat GPT, which they usually encounter in
learning writing, especially in the Research Writing Course, and explore whether Chat GPT
helps learners improve writing outcomes or not. All interview meetings were held online via
the Zalo app in one week, with all responses and notes written down for ease of data processing.
Data and analysis
The results of the interviews have been compiled for analysis. The qualitative method was used
in the interviews. The goal of these interviews is to identify the limitations of Chat GPT that
people typically meet when studying writing, particularly in the Research Writing Course, and
to investigate whether Chat GPT helps learners improve their writing outputs or not. In the data
process, the data was recorded, and notes were taken.

Findings and Discussion

Research Question 1: What weaknesses do Chat GPT learners often encounter in learning
writing, especially in Research Writing Courses?
The first question is carried out to discover the limitations of Chat GPT that people typically
meet when studying writing, particularly in the Research Writing Course, in research question
1. The researcher explores the weakness that all students face in the learning process, which is
incorrect or unreliable information.
S2 said that “…sometimes Chat GPT gives answers or just gives general answers or gives
wrong answers - it makes up itself. Or sometimes it also gives answers with no obvious
source or fake source. Therefore, I usually have to double check on other websites like
Google, Google Scholar, or documents as books, to make sure the information is true to
apply on my assignments…”
S3 said, "To be honest, I rarely use ChatGPT when writing. ChatGPT gives unreliable
information sources, so it has to be checked many times, and the answers are not
consistent; each question will have a different answer."
S4 answered, "The biggest drawback of ChatGPT is that it often gives wrong information
or makes the wrong requirement. To get a perfect answer, you have to look up many times
from many sources and then edit it again. Or often giving fake sources, I once found a
source and check on Google that is not real.”
To identify learners' perceptions about ChatGPT's reliability, research has the second question:
"On a scale of 1 to 10, how reliable do you find Chat GPT?" Almost all learners consider Chat
GPT's reliability at 5 to 6 points because they have to double-check the information from many
other sources to illustrate the assignments.

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Furthermore, using the two questions, researchers find whether or whether students have
problems like sloppy writing and limited creative thinking when utilizing GPT Chat. Almost all
participants said they had poor writing when they had to accomplish a lot of chores and projects
in a short period of time, but their critical thinking was not impacted as a result. Regarding lazy
writing, the responses of some learners are:
S2 said, “Yes, sometimes I'm lazier because I feel that Chat GPT's answers are quite good,
so I just rely on that and paraphrase rather than rewrite a completely new version because
I don't have enough time."
S4 said, "Yes! At first, she was lazy to write and relied on it completely to finish my
deadline on time. Later, I realized that the answer from the GPT chat was far different
from what the teacher taught, so I only used it for reference."
And the responses about their critical thinking and creativity are:
S5 said, “I feel that ChatGPT is supporting to enhance my creativity, if I create it myself,
it will take a lot of time, thanks to GPT chat, I save time, I am more confident, I am more
creative.”
S6 said, " Yes, for example, the creativity level is 10, using GPT to 8. That means I also
have an idea already, but it's not enough. For example, the topic requires 5 ideas, but I
only have 3, so I asked ChatGPT to add more…"
To sum up, throughout the four questions of the interviews, the researcher found that the biggest
drawback of ChatGPT is incorrect or unreliable information. This finding is the same as the
results of the study of Rudolph, Tan, and Tan (2023). Reliability is not significant because it
often gives learners incorrect answers and fake sources of information. When using ChatGPT
to learn writing, learners have to double their use of other resources.
Research Question 2: Are students' writing abilities enhanced by using Chat GPT?
In research question 2, the researcher has two questions to confirm whether Chat GPT helps
learners improve their writing abilities or not. All of the answers received are their writing skills
can improve through illustrating ChatGPT:
S6 answered, "It helps you add vocabulary, grammar, sentence structure, and organize
ideas, but it still takes time."
S5 answered, "Improved vocabulary provides more specialized words."
S4 answered, "I can Make progress learning with Chat GPT. I can learn how to rewrite
sentences, synthesize knowledge, organize lessons properly, learn new words, and rewrite
based on new sentence structures."
The second question, in research question 2, is "On a scale of 1 to 10, how quality do you find
Chat GPT?" This question is designed to determine learners' perceptions of the quality of
ChatGPT. Almost all students rank the dependability of Chat GPT at 7 to 8 points since it can
provide useful information when needed.
S2 stated, "I can find answers to difficult questions on Chat GPT, so I rarely find answers
to difficult problems myself."
S1 said that "…it helps me to use words in a more appropriate and concise way, like "very,
very convenient" to "conveniently, "and it helps me edit the ideas in my post to be more

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concise, not too wordy."

To sum up, throughout the last two questions of the interviews, the researcher claims that Chat
GPT can improve learners' writing skills in the Master Course. This was consistent with the
findings of Nguyen’s (2024), Ho’s (2024), and Pham and Le’s (2024). However, it can improve
learners' writing in particular aspects or general information with English knowledge, such as
vocabulary, structure, organization, and ideas. ChatGPT can not provide learners with reliable
sources to study for academic research in the academy. Moreover, ChatGPT has not yet been
updated with new theories or new research. Hence, ChatGPT is not appropriate enough to apply
in learning research writing.

Conclusion
In conclusion, researchers discovered that the most significant disadvantage of ChatGPT is
erroneous or untrustworthy information. Reliability is unimportant since it frequently provides
learners wrong responses and false information sources. When utilizing ChatGPT to study
writing, students must double their efforts on other tools. In addition, the researcher claims that
Chat GPT can increase the writing skills of Master Course pupils. However, it can only increase
learners' writing skills at the beginning to intermediate level with English knowledge, such as
vocabulary, structure, organization, and concepts. ChatGPT cannot supply learners with
reputable sources to study for academic research in the academy. Furthermore, ChatGPT has
not been updated with fresh theories or research. As a result, ChatGPT is insufficient for
teaching research writing.

References
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Biodata
Su Ai Anh Thu, an English teacher and researcher, pursued a Master's Course at Vanlang
University. Their focus lies in language learning through E-learning, as evidenced by their
presentation at the Asia CALL 2021 conference. Committed to lifelong learning, they advocate
for transformative education and global citizenship.

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Tran Thi Hoang Nguyen possesses a bachelor's degree in English with a major in teaching from
Van Lang University, where she is also pursuing an MA. She is presently a freelance educator
who works mainly via the Internet. Her main research interests are in Technology in Learning
and Intercultural Communication.

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