Scope and Delimitation of the Study
This study focuses on exploring the perceptions, trust, ethical concerns, and factors influencing
the adoption of ChatGPT among English major students at ISU-Ilagan (ISU-I) in academic
writing. It examines how factors like performance expectancy, effort expectancy, social
influence, facilitating conditions, trust, perceived risks, and ethical concerns impact students'
behavioral intentions to use ChatGPT. The research is limited to undergraduate English major
students at ISU-I, excluding graduate students or students from other disciplines. It does not
delve into technical aspects of ChatGPT or explore its long-term impact on academic
performance. The study is confined to the subjective perceptions and behaviors toward using
ChatGPT for writing assistance, and its findings are specific to the context of ISU-I, without
generalizing to other institutions or fields. The study’s scope is also restricted to the period of
data collection, and it does not address potential future changes in the adoption or development
of AI tools.
Scope: This study focuses on exploring the perceptions, trust, ethical concerns, and the factors
influencing the adoption of ChatGPT among English major students at ISU-Ilagan (ISU-I). The
research will examine how these students view the integration of ChatGPT into academic writing
and how specific factors such as performance expectancy, effort expectancy, social influence,
facilitating conditions, trust, perceived risks, and ethical concerns impact their behavioral
intentions to use ChatGPT. The study also seeks to identify the role of trust in shaping students'
perceptions of the AI tool and how risks and ethical considerations influence the decision-
making process in using ChatGPT for academic purposes.
The primary areas covered in this study include:
1. The profile of the respondents in terms of age, gender, and year level.
2. Students' perceptions of ChatGPT in relation to:
o Performance Expectancy
o Effort Expectancy
o Social Influence
o Facilitating Conditions
o Trust in ChatGPT
o Perceived Risks
o Ethical Concerns
3. The role of trust in influencing students' adoption behaviors and perceptions.
4. The impact of perceived risks and ethical concerns on students' decisions to use
ChatGPT.
5. The influence of these factors on students' behavioral intentions to use ChatGPT in
academic writing.
6. Recommendations for policies and best practices to ensure the ethical and responsible use
of ChatGPT in academic writing.
Delimitations: While this study provides insights into the perceptions and behaviors of English
major students, the findings will be specific to the context of ISU-Ilagan (ISU-I) and may not be
directly applicable to students from other academic disciplines or institutions. The study is also
limited to undergraduate students enrolled in the English program at ISU-I, excluding graduate
students or students from other fields of study. The perceptions and behavioral intentions
observed may differ across academic departments or institutional contexts.
Additionally, the study does not delve into technical aspects of ChatGPT, such as its underlying
algorithms, updates, or specific technical limitations. Instead, the focus is primarily on the
subjective perceptions and behaviors of students toward the use of the tool in academic writing.
The scope is also limited to exploring the adoption and perception of ChatGPT as a tool for
writing assistance, excluding other AI-based tools or platforms.
Furthermore, the research will not explore the long-term impact of ChatGPT usage on academic
performance or address specific issues related to the development of ChatGPT itself, such as its
future capabilities or updates. The study’s time frame is also restricted to the period of data
collection, and therefore, the results may not account for any future changes or developments in
the adoption of AI tools in academic writing.
Finally, the study focuses on perceptions and intentions at a specific point in time and may not
account for changes in attitudes or behaviors that might occur due to external influences such as
policy changes, educational trends, or advancements in AI technology.