Improving Writing Skill of Non-English Department Students Using AI
TL;DR
The findings indicate that the experimental group demonstrated a significant improvement in writing performance, particularly in organizing and presenting ideas clearly and coherently, and the personalized guidance provided by ChatGPT contributed to students’ learning autonomy and self-confidence.
Abstract
The integration of artificial intelligence (AI) technology into education has become increasingly important in supporting the writing proficiency of non-English major students in English for Specific Purposes (ESP) courses. This study investigates the effectiveness of ChatGPT in improving the clarity, coherence, and grammatical accuracy of students’ writing drafts. Employing a quasi-experimental design, the study examined differences in learning outcomes between a ChatGPT-assisted class (experimental group) and a traditionally taught class (control group). Data were collected through writing draft assessments, participant surveys, and interviews. The findings indicate that the experimental group demonstrated a significant improvement in writing performance, particularly in organizing and presenting ideas clearly and coherently. Furthermore, the personalized guidance provided by ChatGPT contributed to students’ learning autonomy and self-confidence. These findings highlight the potential of ChatGPT as a supportive tool for language learning while emphasizing the continued role of lecturers in validating recommendations generated by AI systems. Future research is encouraged to explore AI-assisted writing in more specialized disciplinary contexts and to investigate its long-term effects on students’ learning retention and writing development.