GLEN: Good morning, honorable panelists, our respected adviser Ma’am Erlinda Bumagat, faculty
members, and fellow students. We are delighted and honored to present the first three chapters of
our undergraduate thesis titled, “Perspectives, Practices, and Challenges of ChatGPT Utilization
among English Major Students and Teachers at Isabela State University–Ilagan Campus.”
We are the researchers: I am Glen Christian A. Ballan, and with me are my co-researchers Marc
Josua D. Cagayan and Ruela Jane M. Amistad.
MARC: Before we delve into our discussion, let us define some of the keywords central to our study:
• ChatGPT is a language model developed by OpenAI that can generate human-like text
responses. In our study, it is viewed as an educational tool for academic purposes like essay
writing, brainstorming, and content refinement.
• Perspectives refer to the beliefs, attitudes, and opinions of both students and teachers
regarding ChatGPT.
• Practices are the actual ways in which students and teachers use ChatGPT in academic tasks.
• Challenges involve difficulties related to ethics, academic integrity, and technological
limitations.
These definitions are essential to create a common understanding of what we are trying to examine.
SLIDE 3: JUSTIFICATION OF THE STUDY
RUELA: Our study is relevant for many reasons. First, the rise of artificial intelligence tools like
ChatGPT is transforming the way students and teachers approach learning and academic writing,
especially in disciplines that rely heavily on language, critical thinking, and originality.
Although there are several international and local studies examining AI in education, most of them
have not focused on English majors, whose curriculum emphasizes academic integrity, literature
analysis, and creative writing. Our study aims to bridge this gap by generating insights that are
specific to the needs of English language learners and educators.
SLIDE 4: JUSTIFICATION (CONTINUED)
GLEN: This research also aligns with global and national educational goals. It supports the United
Nations Sustainable Development Goal 4: Quality Education, and specifically Target 4.4, which
emphasizes digital competencies.
Additionally, the findings can help inform institutional policies and guidelines, ensuring that ChatGPT
is used ethically and responsibly without compromising critical thinking and academic honesty. It
also supports CHED’s push for flexible learning as stated in CMO No. 6 Series of 2022.
SLIDE 5: CONCEPTUAL FRAMEWORK (IPO MODEL)
MARC: Our study follows the Input-Process-Output framework:
• The Input includes the perspectives, practices, and challenges of English major students and
teachers in using ChatGPT in their academic activities.
• The Process involves data collection using survey questionnaires and interviews. The
responses will then be interpreted using descriptive statistics for quantitative data and
thematic analysis for qualitative responses.
• The Output will be the identification of common perspectives, practices, and challenges, as
well as strategies and proposed guidelines for the responsible use of ChatGPT in higher
education.
SLIDE 6: STATEMENT OF THE PROBLEM
RUELA: Our study seeks to address the following main question:
• How do English major students and teachers perceive, practice, and experience challenges in
using ChatGPT in their academic activities?
To answer this, we formulated the following specific questions:
1. What are the perspectives of English major students and teachers regarding ChatGPT in
academic settings?
2. What are their actual practices in using ChatGPT?
3. Is there a significant difference between the perspectives and practices of students and
teachers?
4. What challenges do they face when using ChatGPT in academic tasks?
SLIDE 7: HYPOTHESES OF THE STUDY
GLEN: We also formulated two null hypotheses:
1. There is no significant difference between the perspectives and practices of English major
students and teachers on the utilization of ChatGPT.
2. There is no significant difference between the challenges faced by the two groups in utilizing
ChatGPT in their academic activities.
These hypotheses will be tested using statistical analysis.
SLIDE 8: SIGNIFICANCE OF THE STUDY
MARC: This research will benefit various stakeholders:
English Major Students will gain insights into how to use ChatGPT ethically and effectively.
Teachers will be able to guide students in using ChatGPT responsibly.
Educational Institutions can use the findings to draft policies or conduct training on digital literacy.
Future Researchers can use this as a reference to further investigate AI in education.
Technology Developers can consider ethical and educational improvements in AI tools.
SLIDE 9: SCOPE AND DELIMITATION
RUELA: This study is limited to English major students and teachers at ISU–Ilagan during the
Academic Year 2024–2025.
It will not include students from other programs or compare ChatGPT with other AI tools. Also, it
does not evaluate ChatGPT’s technical features or long-term impact on academic outcomes. The
focus is on academic practices and ethical considerations in the English discipline.
SLIDE 10: DEFINITION OF TERMS
GLEN: To clarify some technical terms used in the study:
• Digital Literacy: The ability to use digital tools responsibly.
• Academic Integrity: Commitment to honesty and originality.
• Plagiarism: Using someone else's work without acknowledgment.
• Overreliance: Excessive dependence on ChatGPT that may hinder critical thinking and
creativity.
SLIDE 11: RESEARCH DESIGN
MARC: We used a mixed-methods design:
• Quantitative: Surveys with Likert-scale items to measure perspectives and practices.
• Qualitative: Semi-structured interviews to explore challenges and lived experiences in
greater depth.
This approach allows us to understand not just how often or how much ChatGPT is used, but also
why and how users feel about its use.
SLIDE 12: RESEARCH INSTRUMENT
RUELA: Our instrument is adapted from the study of Guarin et al. (2025), with validated reliability
scores:
• 10 items each for perspectives, practices, and challenges.
• The survey will be administered through hard copies.
• Interviews will be conducted face-to-face with consenting participants.
SLIDE 13: DATA GATHERING PROCEDURE
GLEN: The following steps will be undertaken:
1. We will seek approval from the Dean and Program Chair.
2. Surveys will be distributed to qualified students and faculty.
3. After the survey, we will conduct interviews with the same respondents.
All data will be treated confidentially and ethically.
SLIDE 14: DATA ANALYSIS
MARC: We will analyze the data in two ways—quantitative and qualitative.
For the quantitative data from our survey:
• We will use weighted mean to find out the average level of agreement of the students and
teachers with each statement in the survey. This will help us know the overall perspective,
practice, or challenge experienced.
• We will also use standard deviation to see how similar or different the responses are from
each other. If the standard deviation is small, it means most of the answers are close to
each other.
• Lastly, we will use the independent t-test to compare the answers of students and
teachers. This test will help us find out if there is a significant difference between how
students and teachers use or view ChatGPT. This is important because our study wants to
see if their experiences are really different or just slightly different by chance.
For the qualitative data from the interviews:
• We will use thematic analysis, which means we will read the answers carefully, identify
common words, phrases, or ideas, and group them into themes.
• This will help us understand the deeper thoughts, feelings, and real experiences of our
participants about the challenges of using ChatGPT in academic work.
By using both numbers and stories from our respondents, our study will provide a complete and
balanced understanding of how ChatGPT is being used and how people feel about it. This will help
in creating better policies and suggestions for its responsible use.
SLIDE 15: THANK YOU
RUELA: Thank you for listening to our presentation. We now welcome your questions, suggestions,
and constructive feedback to improve our research further. Once again, we are Glen, Marc, and
Ruela, and this concludes our defense of Chapters 1 to 3. Thank you and have a pleasant day.
1. Why is your proposed study important?
Answer:
Our study is important because it explores how English major students and teachers use ChatGPT, a
widely emerging AI tool in education. While many studies have investigated ChatGPT's effects in
general contexts, there’s limited research focusing on English majors—learners who are trained to
write originally, analyze texts critically, and uphold academic integrity. We aim to understand how
this technology affects their academic behaviors, especially in writing and comprehension, and
whether it poses ethical or pedagogical challenges. It also responds to the current educational shift
toward digital learning and supports the ethical integration of AI in higher education.
2. What is its connection to teaching English as a second language?
Answer:
Our study connects to teaching English as a second language because ChatGPT is a language-based
tool that assists users in writing, grammar correction, paraphrasing, and idea generation. These
functions can support language learners, especially English majors, in improving fluency, clarity, and
confidence in academic writing. It also relates to how English teachers can adopt or resist the tool in
the classroom, depending on their pedagogical goals. Since ESL instruction heavily emphasizes
comprehension, originality, and communication, it is crucial to investigate how ChatGPT may either
support or hinder these outcomes.
3. What gap is it going to fill?
Answer:
This study addresses a specific research gap: the lack of discipline-focused research on ChatGPT use
among English majors in the Philippines. Most existing studies either generalize findings across all
courses or focus on technical or teacher education programs. Ours is distinct in that it examines both
student and teacher perspectives within one language-intensive discipline, identifying differences in
usage patterns, ethical concerns, and instructional implications. It also seeks to propose responsible
usage guidelines, which are not yet well-established in our university context.
4. Who will benefit from it? How will they benefit?
Answer:
Multiple stakeholders will benefit from this study:
• English Major Students will learn how to use ChatGPT ethically and effectively for their
academic work.
• Teachers will gain awareness of how their students are using AI and how they might guide or
regulate its use.
• Academic Institutions can use our findings to craft responsible AI usage policies or conduct
training programs on digital literacy.
• Future Researchers will have a foundation for expanding research on AI tools in specific
fields.
• Technology Developers may consider our findings to design AI features that support
originality and educational ethics.
5. What related literature or studies support your study?
Answer:
Several studies support our research, such as:
• Guarin et al. (2025) – which studied the use of ChatGPT among students and teachers in a
teacher education department, highlighting both opportunities and risks.
• Barrot (2023) – who observed that students tend to trust and use ChatGPT more than
teachers do.
• Kasneci et al. (2023) – emphasized the need for digital literacy alongside AI use to prevent
overreliance.
• Espartineza (2024) – recommended ethical guidelines for AI use in Philippine higher
education.
However, none of these focused solely on English majors. Our study fills that niche.
6. How will you conduct the study? Explain the process.
Answer:
We will use a mixed-methods research design. The process will be:
1. Seek approval from the Dean and Program Chair.
2. Distribute surveys to English major students and teachers to collect quantitative data on
their perspectives and practices using ChatGPT.
3. Conduct semi-structured interviews with selected respondents to gather qualitative data on
the challenges they encounter.
4. Analyze survey data using descriptive statistics like weighted mean and t-tests.
5. Analyze interview responses using thematic analysis to extract common themes and
insights.
6. Finally, we will interpret and present both types of data to develop practical
recommendations and guidelines.
Practice Question 5: What related literature or studies support your study?
Answer:
Many studies—both international and local—help support our research. These studies explain
how ChatGPT is used in education and show both its helpful uses and the problems it may cause.
We grouped them by theme below:
A. Differences in ChatGPT Use Between Students and Teachers
• Barrot (2023) found that students often use ChatGPT for writing and understanding lessons.
Teachers, however, are more careful and only use it when needed because they worry about
ethics and teaching effects.
• Guarin et al. (2025) studied teacher education students and teachers. Students used
ChatGPT a lot, while teachers were more cautious. Teachers were concerned about cheating
and the truthfulness of ChatGPT’s answers.
• Roose (2023) said students quickly accept ChatGPT and other AI tools, while teachers are
slower and unsure how to use them in teaching.
• Ding et al. (2023) and Hashem et al. (2024) also showed that students use ChatGPT to
understand lessons, while teachers use it more for preparing lessons.
• Kaplan-Rakowski et al. (2023) explained that teachers become more open to using ChatGPT
if they are given proper training.
• Khalil and Er (2023) warned that students sometimes copy full ChatGPT responses, which
makes it hard for teachers to check their real understanding.
B. Understanding How ChatGPT Is Used in Education
• Kasneci et al. (2023) said that ChatGPT helps improve writing and learning, but people must
know how to use it properly to avoid problems like copying or relying too much on it.
• Dwivedi et al. (2023) said it helps in writing ideas and improving drafts but may be misused if
students are not guided properly.
• Lin et al. (2024) found that students participate more in online classes when they use
ChatGPT, as it helps them share their thoughts.
• Aruleba et al. (2023) found students in technical courses use ChatGPT to help with tasks, but
it may stop them from thinking critically.
• Thong et al. (2023) shared that students often use ChatGPT to manage time and get ideas,
but they don’t always realize when it crosses into plagiarism.
C. Understanding Students’ and Teachers’ Opinions About ChatGPT
• Espartineza (2024) said teachers and students in the Philippines have different opinions.
Some are excited to use it, while others are more careful. The study suggests schools should
create clear rules instead of banning ChatGPT.
• Abdaljaleel et al. (2023) showed that students liked using ChatGPT because it is easy to use
and helpful, but liking it does not mean they use it properly.
• Al-Mughairi and Bhaskar (2024) said teachers like how ChatGPT saves time and helps
personalize lessons, but they are also worried about fake answers and students becoming
lazy.
D. Understanding How ChatGPT Is Practiced or Used by Students and Teachers
• Abbas et al. (2024) explained that students use ChatGPT to deal with stress from school
tasks, but some end up depending on it too much, which can hurt their performance.
• Guarin et al. (2025) also said both students and teachers use ChatGPT for support in
learning, but everyone agreed that too much use can cause problems. They said training is
needed to use it well.
E. Understanding the Problems or Challenges with ChatGPT Use
• Rasul et al. (2023) and Farrokhnia et al. (2023) warned that relying too much on ChatGPT can
make students lazy or less able to think deeply.
• Sok and Heng (2024) said schools need to update their rules and teach students how to use
AI responsibly.
• Atlas (2023) said using ChatGPT is okay as long as users are honest and admit when they
used it.
• Tlili et al. (2023) found that ChatGPT sometimes gives wrong or made-up information, so
students must learn to double-check what they get.
• Ulla et al. (2023) found that some English teachers support using AI in class, but they are also
worried that students won’t learn proper English writing if they rely too much on ChatGPT.
Conclusion
These studies show that ChatGPT has many benefits in school, especially in writing and learning. But
they also highlight serious problems like cheating, overreliance, and confusion about what is right or
wrong. Our study focuses on English majors because their course involves a lot of writing and
thinking. We want to understand how they and their teachers really use ChatGPT—and how to do it
the right way.