Vietnamese EFL Master’s Students’ Emotions in Using ChatGPT in Academic Writing Assignments: A Qualitative Case Study

Abstract

ChatGPT is ubiquitously heralded as a “lifebuoy” for those who navigate complex academic demands. Although prior research has explored its pedagogical, ethical, and socio-cultural dimensions, little is known about how students experience and regulate emotional dimensions of ChatGPT-assisted writing in Vietnam. Addressing this gap, the current study traces Vietnamese English-as-a-Foreign-Language (EFL) Master’s students’ emotional experiences with ChatGPT in academic writing. The study was theoretically guided by a blueprint that integrated Kort et al.’s (2001) Model of Emotions in Learning with Affective Events Theory (Weiss & Cropanzano, 1996). Deploying a qualitative case study, five purposefully selected participants took part in semi-structured interviews and reflective journals. Data were thematically analyzed within and across cases. The findings revealed four emotional trajectories: curiosity and initial engagement; frustration and cognitive overload; the fears of “brainrot” and academic integrity concerns; and emotional regulation through constructive adaptation and responsible usage. These trajectories highlighted emotions as central mechanisms greatly affecting technology-assisted writing and suggested practical implications for fostering the affect-sensitive and integrity-oriented integration of ChatGPT in higher education. Finally, the study concluded with its limitations and proposed methodological directions for future inquiry.

Keywords: ChatGPT, academic writing, emotions, higher education, EFL Master’s students

DOI: 10.7176/JEP/16-11-19

Publication date: October 30th 2025