CHATGPT AND WRITING SKILL DEVELOPMENT: A QUANTITATIVE STUDY OF VOCATIONAL HIGH SCHOOL STUDENTS’ PERCEPTIONS

Abstract

Research on ChatGPT is predominantly focused on Higher Education, with minimal attention to Vocational High School students and the impact of demographic factors on writing proficiency. Framing with Vygotsky's Zone of Proximal Development (ZPD) and the Technology Acceptance Model (TAM), this study aims to fill this gap by exploring Vocational High School students' perspectives on ChatGPT as a resource for enhancing their writing skills. A quantitative approach was employed, collecting data via a closed-ended and an open-ended questionnaire administered to 109 students at a public Vocational High School in Indonesia. The data were analyzed using one-way ANOVA. The results showed no significant differences related to age, gender, or grade level. However, the frequency of ChatGPT use had a significant effect on students’ perceptions of their writing development, F (4, 104) = 2.62, p = .04, η² = 0.09. Students perceived ChatGPT as an effective tool that improves their writing skills by supporting various aspects, such as helping with writing assignments, organizing ideas, improving grammar, increasing confidence and motivation, improving writing styles, and providing suggestions. The study implies that AI tools are "equalizers" in a Vocational High School setting. Because age, gender, and grade did not affect the outcome, AI-assisted writing instruction can be applied universally across these groups without needing specific demographic tailoring.