Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design

• Published in: Electronic journal of e-Learning Vol. 22; no. 2; pp. 78 - 97
• Main Authors: Tseng, Yu-Ching, Lin, Yi-Hsuan
• Format: Journal Article
• Language: English
• Published: Reading Academic Conferences International Limited 22.04.2024
• Subjects: Academic Language; Academic writing; Artificial intelligence; Classroom communication; Collaboration; Colleges & universities; Course Content; Curriculum development; Education; Educational Experience; Educational Strategies; English (Second Language); English as a second language; English as a second language instruction; Feedback; Foreign language learning; Foreign languages; Instructional design; Learning Experience; Learning Processes; Pedagogical Content Knowledge; Pedagogy; Second language writing; Second Languages; Students; Teaching methods; Thinking Skills; Writing instruction; Writing processes; Writing Skills
• DOI: 10.34190/ejel.21.5.3329
• ISSN: 1479-4403

This research explores the innovative integration of OpenAI’s GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5’s features in a manner that is contextually relevant and pedagogically sound, ensuring the technology’s use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students’ writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5’s role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.