Chatbot-Driven Writing Practice: A Boon or a Bust for EFL Learners?

Authors

DOI:

https://doi.org/10.26817/16925777.2015

Keywords:

General-purpose AI-powered chatbots, artificial intelligence, English language learners, perceptions toward chatbots, writing skills, academic writing skills

Abstract

While previous studies focused more on the impact of purpose-built AI-powered chatbots on students' L2 writing skills, a gap exists regarding the effects of general-purpose AI-powered chatbots on L2 writing skills. This study aims to address this gap by analyzing the impact of widespread use of AI chatbots on L2 writing skills. A quasi-experimental design was adopted, and a sequential explanatory mixed-methods approach was utilized involving 36 students (19 experimental, 17 control). Quantitative data were gathered from learners' writing tasks, while semi-structured interviews were used to collect qualitative data. Over five weeks, the experimental group used four chatbots for writing tasks, while the control group received teacher-led instruction. The results showed that the experimental group did not exhibit a statistically significant change in writing skills compared to the control group. Nevertheless, students in the experimental group held positive perceptions toward chatbots. Overall, the study offers valuable insights into integrating emerging technologies into English language teaching, providing critical guidance for stakeholders and practitioners on the responsible use of these tools and the pedagogical structuring of general-purpose AI chatbots. 

Downloads

Download data is not yet available.

Author Biographies

Eylül Karabulut, Ondokuz Mayıs University

Eylül Karabulut works as an English language teacher in Türkiye. Besides, she holds an MA degree in the field of English language teaching. Her research interests encapsulate English language teaching, intercultural communication, technology integration into language classes. 

Emrah Ekmekçi, Ondokuz Mayıs University

Emrah Ekmekçi currently works as a Prof. Dr. in the English Language Teacher Education Program, Faculty of Education at Ondokuz Mayis University. He holds an MA from the English Language and Literature Department of Suleyman Demirel University and a PhD from the English Language Teacher Education Program at Gazi University. His research interests include Foreign Language Teacher Education, Technology-Enhanced Language Learning and Teaching, Flipped Learning, and Second Language Writing. He has many publications at national and international level on foreign language learning and teaching. He is the chief-editor of Journal of Language Research (JLR), which is an international refereed journal 

References

Alhazmi, A., & Muftah, M. (2025). Evaluating ChatGPT's reliability in second language acquisition (SLA): Insights on language skills and technology's role. Electronic Journal of e-Learning, 23(1), 96-112. https://doi.org/10.34190/ejel.23.1.3762

Barrot, J. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Journal of Assessing Writing, 57, Article 100745. https://doi.org/10.1016/j.asw.2023.100745

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Routledge.

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed method approaches (6th ed.). SAGE Publications.

Duong, T. N .A., & Chen, H. L. (2025). An AI chatbot for EFL writing: Students' usage tendencies, writing performance, and perceptions. Journal of Educational Computing Research, 63(2), 406-430. https://doi.org/10.1177/073563312413123632

Escalante, J., Pack, A. & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Education in Technology Higher Education, (20)57. https://doi.org/10.1186/s41239-023-00425-2

Güvendir, U. & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60. https://doi.org/10.1016/j.jslw.2023.101016

Gayed, J. M., Carlon, M. K., Oriola, A. M. & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computer and Education: Artificial Intelligence, 3, Article 100055. https://doi.org/10.1016/j.caeai.2022.100055

Harunasari, S. (2023). Examining the effectiveness of AI-integrated approach in EFL writing: A Case of ChatGPT. International Journal of Progressive Sciences and Technologies, 39(2), 357-368. 10.52155/ijpsat.v39.2.5516.

Huang, W., Hew, K. F. & Fryer, L. (2021). Are chatbots for learning really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257. https://doi.org/10.1111/jcal.12610

Kim, N. Y. (2018). Chatbots and Korean EFL students' English vocabulary learning. Journal of Digital Convergence, 16(2), 1-7. https://doi.org/10.14400/JDC.2018.16.2.001

Mahapatra, S. (2024). Impact of ChatGPT on ESL students' academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11(9). https://doi.org/10.1186/s40561-024-00295-9

Mohamed, S. S. & Alian, E. M.I. (2023). Students' attitudes toward using chatbots in EFL learning. Arab World English Journal, 14(3), 15-27. https://doi.org/10.24093/awej/vol14no3.2

Safar, M., & Anggraheni, D. (2024). Language learning through AI chatbots: Effectiveness and cognitive load analysis. Journal of Social Science Utilizing Technology, 2(3), 430-445. https://doi.org/10.70177/jssut.v2i3.1346

Shadiev, R., Wen, Y., & Uosaki, N. (2023). Future language learning with emerging technologies. Journal of Computers in Education, 10, 463-467. https://doi.org/10.1007/s40692-023-00285-9

Song, C. & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Sumakul, D., Hamied, F. A. & Sukyadi, D. (2021). Students' perceptions of the use of AI in a writing class. In Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (pp. 52-57). Atlantis Press. https://doi.org/10.2991/assehr.k.220201.009

Tsay, C. H. H., Kofinas, A. K., Trivedi, S. K., & Yang, Y. (2020). Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. Journal of Computer Assisted Learning, 36(2), 128-146. https://doi.org/10.1111/jcal.12385

Vasylets, O., & Marin, J. (2021). The effects of working memory and L2 proficiency on L2 writing. Journal of Second Language Writing, 52, Article 100786. https://doi.org/10.1016/j.jslw.2020.100786

Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners' use of ChatGPT for language learning tasks: Experience and perceptions. Languages (8)3, 212. https://doi.org/10.3390/languages8030212

Yan, D. (2023). Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Educational Information Technology, 28, 13943-13967. https://doi.org/10.1007/s10639-023-11742-4

Downloads

Published

2025-12-24

How to Cite

Karabulut, E., & Ekmekçi, E. (2025). Chatbot-Driven Writing Practice: A Boon or a Bust for EFL Learners?. GIST – Education and Learning Research Journal, 31(31). https://doi.org/10.26817/16925777.2015

Issue

Vol. 31 No. 31 (2025): GiST Education and Learning Research Journal

Section

Research Articles

License

Copyright (c) 2025 GIST – Education and Learning Research Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Altmetric

Article metrics
Abstract views
Galley vies
PDF Views
HTML views
Other views
Crossref Cited-by logo
Escanea para compartir
QR Code

Some similar items: