ABSTRACT

This study examines the challenges Chinese college students face in utilizing ChatGPT as an AI assistance tool for essay writing. Thirty students participated in a 4-week teaching intervention, and data were collected through open-ended questions and analyzed using thematic analysis. The findings identified two primary challenges: over-reliance on ChatGPT, which hindered critical thinking and deeper engagement with the writing process, and difficulties in managing the quality and relevance of AI feedback, such as inaccuracies, limited contextual understanding, and overly generic suggestions. To address these issues, the study proposes a teaching model encompassing planning, drafting, revising, editing, and publishing stages, integrating ChatGPT as a supportive tool rather than a substitute. The model emphasizes critical thinking, collaboration, and reflection to balance AI use with independent writing skills. This research contributes to the ongoing discourse on AI integration in education and provides practical insights into enhancing essay writing performance through structured and ethical use of AI tools.

Keywords: AI-assisted writing, China, Chinese college students, essay writing, thematic analysis
https://doi.org/10.57180/vwqx4610