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 ( N = 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.
Marilize Pretorius (2026) studied this question.