ChatGPT, a large language model developed by OpenAI is a tool that can be used for various educational purposes, such as language learning and writing tools. In the context of learning paraphrasing, ChatGPT offers students a unique opportunity to practice rephrasing sentences and passages in real-time, receiving instant feedback on their attempts. This study built upon existing studies by exploring a specific and under-researched application of ChatGPT in education which focused about how students perceived the effectiveness, usability, challenges, and ethical considerations associated with using ChatGPT for paraphrasing learning activities. The study aimed to provide insights into the potential benefits and limitations of integrating ChatGPT into educational settings to enhance paraphrasing skills. Adopting a qualitative phenomenology approach, this research utilizes purposive sampling to interview 8 students that had been using ChatGPT for paraphrasing. The data collection involved semi-structured interviews to explore students’ perceptions and experiences in depth. Thematic analysis was be used to identify students’ perception regarding the use of ChatGPT as a tool in learning English paraphrasing. The findings of this research identified two main points; 1) English students’ perceptions about the advantages of using ChatGPT in learning English paraphrasing, which consist of the improvement students paraphrasing skills, students saving time, and the effectiveness of ChatGPT in explain difficult concepts. 2) Kind of challenges that students face when using ChatGPT, which consists of English students’ over-reliance and inhibiting critical thinking, the potential of plagiarism in applying ChatGPT, and difficulty understanding a complex paraphrase. This study demonstrates that the utilization of ChatGPT in the acquisition of English paraphrasing skills holds considerable promise for enhancing students' proficiency in the language.