Abstract:

The present paper is a qualitative study that aims to explore the perceptions of Polish ELT students about the use of ChatGPT for improving their grammar and syntax proficiency in their academic writing. The study was carried out by conducting semi-structured interviews with first-year Polish ELT students to investigate their experience on how feedback on grammatical and syntactic offered by ChatGPT affected their skills in academic writing. Findings indicate that students have extensively developed positive perceptions towards ChatGPT, perceived not only as a corrective instrument but also as a reliable and formative learning resource that raises grammatical awareness, syntactic well-formedness, and clarity in writing. Students reported that working with ChatGPT helped them become aware of recurring grammatical weaknesses and natural flow of information in complex structures. The study suggests that students widely see AI-powered feedback as beneficial for both linguistic development and affective support.