Exploring Transactional Communication Processes in Student–ChatGPT Interactions: A Case Study of St. Paul University Manila Undergraduates’ Essay Writing on Pakikisama

Abstract

This qualitative case study explored the transactional communication processes between undergraduate students and ChatGPT at St. Paul University Manila. Anchored in Transactional Communication Theory, the research shifts the focus from technical performance to meaning-centered interactions, viewing AI as an active communicative participant. The study utilized screen recordings of academic tasks, semi-structured interviews, and guided reflections to analyze how five female students interacted with ChatGPT version 5. The findings reveal that students encode learning intentions by seeking conceptual clarification, source validation, and writing assistance while preserving personal authorship. Participants interpreted AI-generated responses not as static data, but as simplified guides, cultural commentaries, and personalized feedback. Continuous feedback loops influenced subsequent messaging by encouraging deeper refinement and modeling structured analytical communication. To manage communication "noise" or ambiguity, students adjusted strategies by increasing prompt specificity, imposing instructional constraints, and contextualizing questions. Ultimately, the study indicated that student–AI interaction is an iterative meaning-making process that enhances writing confidence and research evaluation skills. The researchers argue that communication education must move beyond technical AI tool usage to develop critical communication literacy. This involves training students to strategically negotiate, evaluate, and critique AI-generated discourse to maintain intellectual agency and authentic rhetorical voice in an AI-mediated academic landscape.