Exploring the Benefits and Challenges of ChatGPT in Enhancing ESL Learners Writing Skills
DOI:
https://doi.org/10.48112/aessr.v4i4.885Abstract
Abstract Views: 1613
Despite the growing use of Artificial Intelligence (AI) in education, studies are still being conducted on AI tools such as ChatGPT in improving English language writing abilities, particularly at the tertiary level in the local context. This study aims to investigate the advantages and difficulties of ChatGPT in enhancing English writing proficiency, particularly in terms of writing precision, adaptability, and grammatical accuracy, as seen by university-level second language learning students. The Data was gathered through semi-structured interviews and analysed using thematic analysis. The results indicate that students consider ChatGPT advantageous for improving grammatical precision, vocabulary, syntax, and flexible adaptation to different writing genres. Nevertheless, one hurdle is the diminished capacity for critical thinking and problem-solving abilities, as pupils frequently need help to assess the material produced by AI. The study recommends a balanced strategy that combines AI-assisted language learning tools such as ChatGPT with traditional teaching techniques to supplement and improve English academic writing skills effectively.
Keywords:
ESL learners, Flexibility in writing, Grammatical correctness, Using ChatGPT, Writing skillsReferences
Abbas, S. G., Ehsan, M., Akbar, G., Rehman, A., Bibi, H., & Sian, Z. H. (2023). Effects of ChatGPT integration as an artificial intelligence tool for education and research: An exploratory survey at the university level. PalArch's Journal of Archaeology of Egypt/Egyptology, 20(2), 1993-2017.
Alabool, H. M. (2023, August). ChatGPT in Education: SWOT analysis approach. In 2023 International Conference on Information Technology (ICIT) (pp. 184-189). IEEE. https://doi.org/10.1109/ICIT58056.2023.10225801
Ali, J. K. M. (2023). Benefits and challenges of using ChatGPT: An exploratory study on English language program. University of Bisha Journal for Humanities, 2(2), 629-641.
Asim, M., Arif, M., Rafiq, M., & Ahmad, R. (2023). Investigating applications of Artificial Intelligence in university libraries of Pakistan: An empirical study. The Journal of Academic Librarianship, 49(6), 102803. https://doi.org/10.1016/j.acalib.2023.102803
Bašić, Ž., Banovac, A., Kružić, I., & Jerković, I. (2023). ChatGPT-3.5 as writing assistance in students’ essays. Humanities and Social Sciences Communications, 10(1), 1-5. https://doi.org/10.1057/s41599-023-02269-7
Baskara, R. (2023). Integrating ChatGPT into EFL writing instruction: Benefits and challenges. International Journal of Education and Learning, 5(1), 44–55. https://doi.org/10.31763/ijele.v5i1.858
Bentley, C., Aicardi, C., Poveda, S., Magela Cunha, L., Kohan Marzagao, D., Glover, R., Rigley, E., Walker, S., Compton, M., & Acar, O. A. (2023). A framework for responsible AI education: A working paper. SSRN Working Paper Series. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4544010
Bryman, A. (2016). Social research methods. Oxford University Press.
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/S11528-022-00715-Y/FIGURES/6
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., ... Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, Article 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Faiz, R., Bilal, H. A. B., Asghar, Dr. I., & Safdar, A. (2023). Optimizing ChatGPT as a writing aid for EFL learners: Balancing assistance and skill development in writing proficiency. Linguistic Forum - A Journal of Linguistics, 5(3), 24–37. https://doi.org/10.53057/LINFO/2023.5.3.3
Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., Ramesh, S., Luo, Y., & Pearson, A. T. (2023). Comparing scientific abstracts generated by ChatGPT to real abstracts with detectors and blinded human reviewers. NPJ Digital Medicine, 6(1), 75. https://doi.org/10.1038/s41746-023-00819-6
Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
Hwang, G.-J., & Chen, N.-S. (2023). Editorial position paper: Exploring the potential of generative artificial intelligence in education: applications, challenges, and future research directions. Educational Technology & Society, 26(2). https://www.jstor.org/stable/48720991
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Lawan, A. A., Muhammad, B. R., Tahir, A. M., Yarima, K. I., Zakari, A., Abdullahi II, A. H., ... & Lawan, S. (2023). Modified flipped learning as an approach to mitigate the adverse effects of generative artificial intelligence on education. Education Journal, 12(4), 136-43. https://doi.org/10.11648/j.edu.20231204.14
Makeleni, S., Mutongoza, B. H., Linake, M. A., & Ndu, O. G. (2023). Teacher self-efficacy and learner assessment: A perspective from literature on South African Indigenous languages in the foundation phase. Journal of Curriculum Studies Research, 5(3), 44-64. https://doi.org/10.46303/jcsr.2023.30
Megawati, R., Listiani, H., Pranoto, N. W., & Akobiarek, M. (2023). The role of GPT chat in writing scientific articles: A systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(11), 1078-1084. https://doi.org/10.29303/JPPIPA.V9I11.5559
Nautiyal, R., Albrecht, J. N., & Nautiyal, A. (2023). ChatGPT and tourism academia. Annals of Tourism Research, 99. https://doi.org/10.1016/J.ANNALS.2023.103544
Siddiqi, D. A., Miraj, F., Raza, H., Hussain, O. A., Munir, M., Dharma, V. K., ... & Chandir, S. (2024). Development and feasibility testing of an artificially intelligent chatbot to answer immunization-related queries of caregivers in Pakistan: A mixed-methods study. International Journal of Medical Informatics, 181, 105288. https://doi.org/10.1016/j.ijmedinf.2023.105288
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17). https://doi.org/10.1016/j.heliyon.2024.e36876
Weng, X., & Chiu, T. K. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence, 4, 100117. https://doi.org/10.1016/j.caeai.2022.100117
Xiao, Y., & Zhi, Y. (2023). An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions. Languages, 8(3), 212. https://doi.org/10.3390/LANGUAGES8030212
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967. https://doi.org/10.1007/s10639-023-11742-4
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based interaction in artificial intelligence (AI)-assisted language learning. Sustainability, 15(4), 2872. https://doi.org/10.3390/su15042872
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Academy of Education and Social Sciences Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
