Student Perspectives on Paraphrasing English Texts: With and Without ChatGPT

Abstract

This study examines Indonesian university students' perspectives on paraphrasing English texts, both independently and with ChatGPT's support. This investigation addresses a gap in the literature and highlights the need to understand how students approach paraphrasing tasks in different contexts. Using a mixed-method research design, 50 students were surveyed, and 15 participated in follow-up interviews. Quantitative data were analysed using descriptive statistics, while qualitative data were explored through thematic analysis. Findings reveal that students often lack confidence when paraphrasing independently, citing limited vocabulary and grammatical challenges as key barriers. Many students also reported low motivation to put in personal effort when practicing paraphrasing. In contrast, opinions on using ChatGPT were mixed. While some appreciated its ability to produce grammatically flawless paraphrases, believing it outperformed their own efforts, others criticised its outputs for being too similar to the original text, despite their grammatical accuracy. A recurring concern was the risk of over-reliance on ChatGPT, with several students noting that frequent use could undermine their motivation and effort to improve their language skills independently. Despite its limited generalisability, this study highlights the importance of thoughtfully integrating AI tools like ChatGPT in EFL education to enhance, rather than replace, active learning and skill development.