THE IMPACT OF CHATGPT-ASSISTED WRITING ON ACADEMIC ESSAY WRITING SKILLS OF THIRD-YEAR EFL STUDENTS AT HONG DUC UNIVERSITY
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Abstract
This study examines the effects of ChatGPT-assisted writing on academic English essay writing skills among third-year students of the Faculty of Foreign Languages at Hong Duc University. A mixed-methods design was employed, including a survey of 201 students, an eight-week experimental intervention with 30 English majors, and post-intervention semi-structured interviews. The findings show that guided use of ChatGPT contributed to improvements in students’ overall writing performance and key writing sub-skills, particularly task achievement and grammar. Qualitative evidence suggests that the effectiveness of ChatGPT depended on instructional guidance and learners’ reflective engagement. The study underscores the pedagogical potential of ChatGPT as a supplementary tool in EFL (English as a Foreign Language) academic writing.
Keywords
ChatGPT-assisted writing, academic essay writing, EFL students, higher education, mixed-methods research
Article Details
References
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