Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study

• Published in: Smart learning environments Vol. 11; no. 1; pp. 9 - 18
• Main Author: Mahapatra, Santosh
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.12.2024; Springer Nature B.V; SpringerOpen
• Subjects: Academic Language; Artificial intelligence; AWE; Chatbots; ChatGPT; Computers and Education; Education; English (Second Language); ESL; Feedback; Focus Groups; Generative artificial intelligence; Intervention; Learning and Teaching Innovations; Skills; Student writing; Students; Writing Evaluation; Writing Instruction; Writing Skills; Intervention; ChatGPT; Feedback; Writing skills; AI; ESL; AWE
• ISSN: 2196-7091; 2196-7091
• DOI: 10.1186/s40561-024-00295-9

This paper presents a study on the impact of ChatGPT as a formative feedback tool on the writing skills of undergraduate ESL students. Since artificial intelligence-driven automated writing evaluation tools positively impact students’ writing, ChatGPT, a generative artificial intelligence-propelled tool, can be expected to have a more substantial positive impact. However, very little empirical evidence regarding the impact of ChatGPT on writing is available. The current mixed methods intervention study tried to address this gap. Data were collected from tertiary level ESL students through three tests and as many focus group discussions. The findings indicate a significant positive impact of ChatGPT on students' academic writing skills, and students’ perceptions of the impact were also overwhelmingly positive. The study strengthens and advances theories of feedback as a dialogic tool and ChatGPT as a reliable writing tool, and has practical implications. With proper student training, ChatGPT can be a good feedback tool in large-size writing classes. Future researchers can investigate the impact of ChatGPT on various specific genres and micro aspects of writing.