Piotr ZDUNEK
VIZJA University, Warsaw, Poland
The present paper is a qualitative study that aims to explore the perceptions of Polish ELT students regarding the use of ChatGPT for improving their grammar and syntax proficiency in their academic writing. The study involved semi-structured interviews with first-year Polish ELT students to examine their experience and evaluation of AI-generated feedback on grammatical and syntactic aspects of their writings. Findings indicate that students have developed positive perceptions towards ChatGPT: they perceive it as not only a corrective instrument but also as a reliable and formative learning resource that raises grammatical awareness, syntactic well-formedness, and clarity in writing. Participants reported that interacting with ChatGPT helped them notice recurring grammatical weaknesses, experiment with more complex structures, and develop greater autonomy during revision. The study suggests that students see AI-powered feedback as beneficial for both linguistic development and affective support. However, they emphasised that there is a need for effective instructional and pedagogical guidance to avoid overreliance on various AI tools.