Integrating ChatGPT in the EFL Writing Classroom

Abstract

The release of the latest artificial intelligence (AI) tool, ChatGPT, and its rapid adoption have caused considerable concern among educators, especially language teachers. The tool enables users to create long texts of high quality with simple instructions or minimal input. With ChaptGPT, students can easily compose an entire essay by simply typing a writing prompt. To address this issue, Yeo (2023), in her timely article on academic integrity in the age of AI authoring apps, urges teachers to adopt a proactive approach by developing strategies to use AI tools such as ChatGPT in the teaching of writing. In other words, instead of prohibiting students from using AI, they should be trained how to use it appropriately and ethically (Hargreaves, 2023). The present study aims to explore the feasibility of incorporating ChatGPT into a college-level English as a foreign language (EFL) writing class. The participants are fifteen first-year English majors currently enrolled in an English Composition course. The writing instruction follows a standard process approach and the AI tool is used on the revision and editing stage. The purpose of this study is to examine whether the use of ChaptGPT will foster noticing and encourage self-directed learning among student writers, as well as the students' perceptions of the tool's usefulness in enhancing their writing skills. Two major sources of data are students’ written reflections and individual interviews. The data will be analyzed utilizing a qualitative method. The findings of this research are anticipated to shed light on how to use AI authoring to facilitate second language writing development.

Keywords

AI authoring, ChatGPT, second language writing, EFL writing