Examining the effectiveness of Using GenAI (ChatGPT) to Enhance EFL Students’ Writing Skills

Abstract

Writing is widely regarded as a complex and demanding skill for English as a Foreign Language (EFL) students because it requires the integration of cognitive, affective, and linguistic resources. With the recent and rapid emergence of generative artificial intelligence, there has been growing interest in its potential as a useful aid to language learning, particularly in writing instruction. However, empirical research investigating the nature of AI tools' long-term support for writing development under guided pedagogical instruction remains limited. This thesis explores the effectiveness of integrating GenAI (ChatGPT) into EFL writing instruction with attention to students’ perceptions and writing development. The study employed a mixed-methods approach to conduct a case study in the Saudi EFL context among university students. Quantitative data were collected through pre- and post-surveys examining students’ attitudes, beliefs, and perceptions of the use of ChatGPT in writing classes. Qualitative data were collected through semi-structured interviews, classroom observations, and a descriptive comparison of students’ pre- and post-writing tests. The intervention was based on guided use of ChatGPT during writing activities over one semester, along with explicit teaching in writing processes. The findings showed that many students demonstrated enhancement in writing performance, particularly in lexical choices, grammatical accuracy, and cohesion and organisation. Students also reported increased motivation, reduced anxiety, and enhanced confidence when using ChatGPT. The findings assert that real improvement in students’ writing skills depends on a gradual reduction in the use of AI tools during the learning process. However, writing improvement was not equal among students, as some challenges remained. The findings also indicated that perceived improvement in task performance does not necessarily reflect internalisation and increased competence. Thus, guided use of AI tools is necessary in teaching and learning practices to avoid overreliance on them. The study asserts the need for long-term research to examine effective strategies for enhancing students’ independence while using AI tools.