THE USE OF CHATGPT IN ACADEMIC WRITING: A BLESSING OR A CURSE IN DISGUISE?

Alberth

doi:10.15639/teflinjournal.v34i2/337-352

Authors

Alberth
alberth@uho.ac.id
Universitas Halu Oleo, Indonesia

Vol. 34 No. 2 (2023)

Articles

Downloads

PDF

Abstract
How to Cite
Metrics
References
License

The emergence of generative artificial intelligence such as ChatGPT has left people feeling ambivalent and disagreement among scholars, academicians, educators and the community at large prevails. While the artificial intelligence could potentially revolutionize how research is conducted and how research papers are written, a number of ethical concerns arise. In particular, the world of academia has reservations pertaining to whether this language model will actually do more good than harm, especially as far as academic writing is concerned. This paper argues that the cutting-edge technology is here to stay and the question is not whether to accept it, but rather, how to best utilize it judiciously, cautiously and responsibly to improve research performance by strictly adhering to academic integrity and transparency. Potential benefits and drawbacks of ChatGPT will be critically examined in light of current literature and, when relevant, potential solutions to the drawbacks will also be provided or commented on. Needless to say, the use of artificial intelligence in academic writing is still in its infancy and more discussion and debates pertaining to its use and merit are highly urged. This paper contributes to these on-going debates.

Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2). https://doi.org/10.7759/cureus.35179

Arif, T. B., Munaf, U., & Ul-Haque, I. (2023). The future of medical education and research: Is ChatGPT a blessing or blight in disguise? Medical Education Online, 28(1), 1-2. https://doi.org/10.1080/10872981.2023.2181052

Aydın, Ö., & Karaarslan, E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. In Ö. Aydın (Ed.), Emerging Computer Technologies 2 (pp. 22-31). İzmir Akademi Dernegi. https://doi.org/10.2139/ssrn.4308687

Buriak, J. M., Akinwande, D., Artzi, N., Brinker, C. J., Burrows, C., Chan, W. C. W., Chen, C., Chen, X., Chhowalla, M., Chi, L., Chueh, W., Crudden, C. M., Di Carlo, D. Glotzer, S. C., Hersam, M. C., Ho, D., Hu, T. Y., Huang, J., Javey, A., …, Ye, J. (2023). Best practices for using AI when writing scientific manuscripts: Caution, care, and consideration: Creative science depends on it. ACS Nano 2023, 17(5), 4091–4093. https://doi.org/10.1021/acsnano.3c01544

Chen, T.-J. (2023). ChatGPT and other artificial intelligence applications speed up scientific writing. Journal of the Chinese Medical Association, 86(4), 351-353. https://doi.org/10.1097/jcma.0000000000000900

George, A. S., & George, A. H. (2023). A review of ChatGPT AI’s impact on several business sectors. Partners Universal International Innovation Journal, 1(1), 9-23. https://doi.org/10.5281/zenodo.7644359

Gilat, R., & Cole, B. J. (2023). How will artificial intelligence affect scientific writing, reviewing and editing? The future is here…. Arthroscopy, 39(5), 1119-1120. https://doi.org/10.1016/j.arthro.2023.01.014

Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation. Contemporary Educational Technology, 15(2), 1-11. https://doi.org/10.30935/cedtech/13036

Haleem, A., Javaid, M., & Singh, R. P. (2023). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 1-8. https://doi.org/10.1016/j.tbench.2023.100089

Kim, S.-G. (2023). Using ChatGPT for language editing in scientific articles. Maxillofacial Plastic and Reconstructive Surgery, 45(1), 1-2. https://doi.org/10.1186/s40902-023-00381-x

King, M. R., & chatGPT. (2023). A conversation on artificial intelligence, chatbots, and plagiarism in higher education. Cellular and Molecular Bioengineering, 16(1), 1-2. https://doi.org/10.1007/s12195-022-00754-8

Kumar, A. H. (2023). Analysis of ChatGPT tool to assess the potential of its utility for academic writing in biomedical domain. Biology, Engineering, Medicine and Science Reports, 9(1), 24-30. https://doi.org/10.5530/bems.9.1.5

Liebrenz, M., Schleifer, R., Buadze, A., Bhugra, D., & Smith, A. (2023). Generating scholarly content with ChatGPT: Ethical challenges for medical publishing. The Lancet Digital Health, 5(3), E105-E106. https://doi.org/10.1016/s2589-7500(23)00019-5

Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 1-13. https://doi.org/10.1016/j.ijme.2023.100790

Lin, X. (2023). Exploring the role of ChatGPT as a facilitator for motivating self-directed learning among adult learners. Adult Learning, https://doi.org/10.1177/10451595231184928

Macdonald, C., Adeloye, D., Sheikh, A., & Rudan, I. (2023). Can ChatGPT draft a research article? An example of population-level vaccine effectiveness analysis. Journal of Global Health, 13. https://doi.org/10.7189/jogh.13.01003

Marchandot, B., Matsushita, K., Carmona, A., Trimaille, A., & Morel, O. (2023). ChatGPT: the next frontier in academic writing for cardiologists or a pandora’s box of ethical dilemmas. European Heart Journal Open, 3(2), 1-3. https://doi.org/10.1093/ehjopen/oead007

Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84-93. https://doi.org/10.1177/10776958221149577

Piercey, D. (2023). 50 Strategies for integrating AI into the classroom. Shell Education.

Qin, C., Zhang, A., Zhang, Z., Chen, J., Yasunaga, M., & Yang, D. (2023). Is ChatGPT a general-purpose natural language processing task solver? arXiv preprint arXiv:2302.06476, 1-49. https://arxiv.org/abs/2302.06476

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9

Salvagno, M., Taccone, F. S., & Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical Care, 27(1), 1-5. https://doi.org/10.1186/s13054-023-04380-2

Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355-366. https://doi.org/10.1177/20965311231168423

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 1-24. https://doi.org/10.1186/s40561-023-00237-x

van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., & Bockting, C. L. (2023). ChatGPT: Five priorities for research. Nature, 614, 224-226. https://doi.org/10.1038/d41586-023-00288-7

Vincent, J. (2022, December 5). AI-generated answers temporarily banned on coding Q&A site Stack Overflow. The Verge. https://www.theverge.com/2022/12/5/23493932/chatgpt-ai-generated-answers-temporarily-banned-stack-overflow-llms-dangers

Yeadon, W., Inyang, O.-O., Mizouri, A., Peach, A., & Testrow, C. (2022). The death of the short-form physics essay in the coming AI revolution. arXiv preprint arXiv:2212.11661, 1-14. https://arxiv.org/abs/2212.11661

Zhai, X. (2023). Chatgpt and AI: The game changer for education. Retrieved from SSRN, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4389098