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Volume 18, Issue 1
  • ISSN 1874-8767
  • E-ISSN: 1874-8775
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Abstract

This study foregrounds the potential impact of ChatGPT usage on second language (L2) learners’ voice. L2 learners’ perceptions of ChatGPT’s interference with their self-representation in writing and the relationship of these perceptions with future intentions to use ChatGPT are investigated. Following a mixed-methods approach, questionnaire data from undergraduate students ( = 162) after two English for academic purposes courses, where they used ChatGPT as L2 academic writing support, were collected and analysed. About half of the participants were ambivalent; the remaining half were divided equally in their perceptions of ChatGPT as (not) a threat. The more threatening ChatGPT was perceived to be, the less inclined participants were to use it again. Ambivalence is influenced by usage, genre and GenAI advancements. Over-reliance, homogenisation and devaluation of human voice relate to the perception of? ChatGPT as a threat. A lack of perceived threat derives from ChatGPT’s mechanical voice, human agency, and different standards for acceptable convergence.

© John Benjamins Publishing Company
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2026-01-20
2026-09-05

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/content/journals/10.1075/etc.25001.pre
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‘I want the text to still be me’
English Text Construction 18, 38 (2025); https://doi.org/10.1075/etc.25001.pre
/content/journals/10.1075/etc.25001.pre
/content/journals/10.1075/etc.25001.pre
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  • Article Type: Research Article
Keyword(s): agency; communication accommodation; English for academic purposes; generative artificial intelligence; voice

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