EFL STUDENTS' REFLECTIONS ON CHATGPT WITH AI PROMPT REPOSITORY MANAGER (AIPRM) FOR ACADEMIC WRITING

Abstract

This study aimed to conduct an in-depth exploration of the reflective experiences of English as a Foreign Language (EFL) students regarding their use of ChatGPT, augmented with the AI Prompt Repository Manager (AIPRM) extension, as a tool in their academic writing process. Employing a descriptive qualitative approach within a case study design, this research involved ten eighth-semester students from an English Education Program. Data were meticulously collected through open-ended questionnaires and semi-structured interviews, with thematic analysis serving as the primary analytical framework. The findings revealed a complex student reflection on the AI tool's dual role. On one hand, it was embraced as a "helpful assistant," instrumental in overcoming writer's block and boosting confidence. On the other, students viewed it as a "cheating partner," giving rise to ethical concerns and guilt about academic integrity. This conflict was compounded by challenges in creating effective prompts and an autonomy dilemma, caught between the tool's capacity to foster independence and a fear of over-dependency. These findings indicate that students are not passive users but are engaged in a complex negotiation, actively balancing the tool's practical benefits against its profound challenges to their skills, autonomy, and academic values.