Abstract

The academic discourse surrounding the use of ChatGPT has grown, yet research focusing on its application among Thai English as a Foreign Language (EFL) students remains limited. Addressing this gap, this qualitative study explores the attitudes and perceptions of seven fourth-year English majors from a university in Southern Thailand regarding ChatGPT's roles in English writing. Using semi-structured interviews and thematic analysis, the study uncovers a range of student attitudes, highlighting both the advantages and challenges of using ChatGPT. Participants recognized the tool's utility in enhancing vocabulary, grammar, and content organization, as well as its accessibility and convenience. Nonetheless, they also expressed concerns about its limitations, such as the risks of plagiarism, inaccuracies in generated content, over-reliance on the tool, and diminished cognitive engagement and creativity. These findings draw our attention to the importance of balancing the benefits of AI-assisted learning with strategies to mitigate its drawbacks. The study advocates for educators to harness ChatGPT's potential while fostering critical thinking, ethical awareness, and technological literacy among students. Moreover, it calls for a global dialogue on the pedagogical and ethical dimensions of AI in education to ensure that future learners become proficient and responsible users of emerging technologies.