| Title: |
ChatGPT's Impact on ESP Writing Proficiency and Learner Autonomy: An Experimental Study |
| Language: |
English |
| Authors: |
Amr M. Moham (ORCID 0000-0003-3891-963X); Abdul Aziz Mohamed Mohamed Ali El Deen (ORCID 0000-0002-9627-1774); Reema O. Abukhait (ORCID 0000-0002-0692-3610); Fatma Dahleb (ORCID 0009-0000-1846-7707); Yasmine B. Khan (ORCID 0009-0007-3284-2957); Hassen A. Jmaiel (ORCID 0000-0003-4603-9456) |
| Source: |
Technology in Language Teaching & Learning. 2025 7(3). |
| Availability: |
Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/tltl |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Artificial Intelligence; Computer Uses in Education; English for Special Purposes; Personal Autonomy; College Students; Foreign Countries; Writing Skills; Second Language Learning |
| Geographic Terms: |
Saudi Arabia |
| ISSN: |
2652-1687 |
| Abstract: |
This study investigates ChatGPT's efficacy in fostering autonomous ESP writing development across different proficiency levels, while systematically evaluating its strengths and limitations in enhancing specific writing competencies. A quasi-experimental pretest-posttest design was employed with a purposively sampled cohort of 176 Saudi university students (A1-B1 proficiency) over 8 weeks. Standardized email-writing assessments measured progress in Content, Format/Structure, Grammar/ Punctuation, and Clarity/Cohesion, with ANOVA and effect size analyses determining significant changes. Results showed significant improvements (p < 0.001) in rule-based skills: Content (A1: d=2.68; A2: d=1.56; B1: d=2.06) and Format/Structure (A1: d=2.59; A2: d=1.10; B1: d=1.18). Grammar improved for A1 (d=0.74) and A2 (d=0.58) but not B1 (p=0.210). Clarity/Cohesion showed no significant gains (p > 0.05), highlighting ChatGPT's limitations in scaffolding abstract, discourse-level competencies. The model explained 57--74% of variance (R[superscript 2]), with strongest effects for A1 learners. This study provides the first empirical evidence of ChatGPT's proficiency-dependent effectiveness in ESP writing, establishing (1) clear thresholds for AI's optimal utility across skill levels, (2) critical limitations in developing higher-order writing skills, and (3) a foundation for blended AI-human writing pedagogy in ESP contexts. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489504 |
| Database: |
ERIC |