USE AND MISUSE OF CHATGPT IN ACADEMIC WRITING AMONG THE ENGLISH LANGUAGE STUDENTS

The paper presents the results of a study on the use of ChatGPT, an increasingly popular tool among English language students striving to enhance their academic writing skills. This emerging technology introduces both opportunities and challenges for educators and researchers, particularly concerning plagiarism issues and the difficulty of identifying AI-generated content. Addressing this dilemma requires a multifaceted approach, beginning with raising awareness among English language students about the responsible use of ChatGPT. By fostering an understanding of both its benefits and limitations, students can make informed decisions about incorporating this tool into their academic writing practice. To investigate the perceptions of English language students regarding the potential applications of this AI tool, a questionnaire comprising 11 targeted questions was designed as part of this research. The cross-sectional study was conducted with participants from two English Departments: the University of Priština in Kosovska Mitrovica, Serbia, and the University of Banja Luka, Bosnia and Herzegovina. These institutions provided a diverse student sample, enabling a comprehensive analysis of attitudes and behaviors related to ChatGPT usage. The primary aim of the research was to assess the extent to which students utilize ChatGPT and their ability to distinguish between original, human-generated ideas and AI-produced content. Additionally, the study sought to gauge students' awareness of the limitations and potential biases inherent in AI-powered tools. By understanding these perceptions, educators can better guide students in ethical and effective practices for leveraging AI in their academic work. Ultimately, this study underscores the importance of equipping students with the skills to evaluate AI-generated content critically. By doing so, institutions can promote academic integrity and foster a balanced approach to using innovative technologies like ChatGPT in higher education. Future research could expand on these findings by exploring the perspectives of faculty members and comparing them with those of students, offering a holistic view of the role of AI in academic settings.