Assessing Chatgpt as a Tool for Strengthening EFL Students’ Essay Writing Skills

Abstract

This study addresses the challenge of improving English as a Foreign Language (EFL) students’ essay writing skills, a persistent issue in higher education. It investigates the research question: Can ChatGPT significantly enhance EFL students’ essay writing performance compared to traditional instruction? Sixty undergraduate students in their Preparatory Year at Najran University were divided into experimental (N=30) and control (N=30) groups using a mixed-methods design. Over four months, both groups followed the same curriculum; however, the experimental group used ChatGPT for drafting, editing, and feedback. In addition to semi-structured interviews with 15 experimental participants that yielded qualitative insights, pre- and post-tests assessed writing skills in content, organization, vocabulary, coherence and cohesion, and mechanics. Quantitative results revealed statistically significant improvements in the experimental group’s post-test scores, confirming ChatGPT’s effectiveness. Though concerns about over-reliance surfaced, qualitative thematic analysis revealed opinion-based advantages (user-friendliness, efficiency, confidence-building) and tangible benefits (improved grammar, coherence, and organization). This study contributes to understanding how AI tools like ChatGPT can support language and cognitive skill development while highlighting the need for teacher supervision to mitigate risks such as plagiarism.