Undergraduate Students Perceptions of ChatGPT and Its Impact on English Essay Writing Performance at the University of Nairobi

Abstract

English writing skills are important for academic success, yet many undergraduates still struggle with clarity, coherence, and creativity. With the rise of generative AI, tools such as ChatGPT are increasingly used to support academic writing, but little is known about how students perceptions shape their effectiveness. This study examined the influence of undergraduate perceptions on the use of ChatGPT for English essay writing among 341 first- year Bachelor of Education students at the University of Nairobi. Guided by Constructivist Learning Theory and Cognitive Load Theory, the study employed a quasi-experimental one- group pre-test/post-test design. Data were collected using standardized writing assessments, structured questionnaires, classroom observations, and interviews. Results showed that students with positive perceptions of ChatGPT achieved the greatest improvements in clarity, coherence, and creativity. ANOVA confirmed statistically significant effects of perceptions on writing performance, F (1,266) = 136.5, p < .001. Students who found ChatGPT user- friendly, motivating, and supportive improved from a mean score of 20.0 to 25.2, while those with negative perceptions improved only from 20.0 to 21.7. Observations and qualitative data indicated that positive perceptions encouraged greater engagement, independent practice, and confidence in writing tasks. The study concludes that student perceptions are critical in realizing the benefits of AI tools in higher education and recommends structured integration of ChatGPT within pedagogical frameworks that foster motivation, critical evaluation, and self-directed learning.