Exploring the Relationships Between ChatGPT Use, Perceived Benefits, and Reliance in EFL Academic Writing

Samia Mouas; Amel Bahloul

doi:10.71514/jssal/2026.260

Authors

Samia Mouas Batna 2 University, Algeria
Amel Bahloul Batna 2 University, Algeria

DOI:

https://doi.org/10.71514/jssal/2026.260

Keywords:

ChatGPT, academic writing, EFL master’s students, perceived benefits, reliance on AI tools

Abstract

This study examines the relationships between ChatGPT use, perceived benefits, reliance, and perceived academic writing improvement among 108 Master 2 EFL students engaged in dissertation writing at Batna 2 University, Algeria. Using a quantitative, cross-sectional design, data were collected via a structured questionnaire measuring frequency of use, perceived benefits, ethical concerns, reliance, and self-reported writing improvement. Descriptive findings showed moderately positive perceptions of ChatGPT, with students most strongly endorsing its time-saving value and contributions to grammar and vocabulary improvement, alongside notable concerns about over-reliance and information accuracy. Pearson correlation analysis yielded three main findings. First, a significant moderate negative relationship was found between frequency of use and reliance (r = −0.432, p < .001), suggesting that more frequent users engage with ChatGPT more selectively and critically. Second, a strong positive relationship emerged between perceived benefits and reliance (r = 0.620, p < .001), confirming that perceived utility drives dependence. Third, no significant relationship was found between frequency of use and perceived writing improvement (r = 0.025, p = .797), indicating that unguided, frequency-based engagement does not translate into self-reported skill development. The study contributes context-specific insights into EFL learners' engagement with generative AI in academic writing and underscores the importance of guided, responsible integration of AI tools in dissertation writing.

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