Using ChatGPT as a writing assistant: A study on essay quality development among Indonesian EFL University Students

Abstract

AI-driven tools such as ChatGPT can be used to provide feedback on content and language aspects of essay writing. This study examines the impact of using ChatGPT as a writing assistant on the quality of essays written by undergraduate Indonesian EFL students. It employed a quasi-experimental design and involved 35 participants who were divided into the experimental (N = 18) and control (N = 17) groups. Pre-test and post-test scores were compared statistically to measure essay quality. Additionally, a questionnaire was used to explore the perceptions of students in the experimental group on ChatGPT as a writing assistant. Findings indicated significant differences in the essay quality for both groups from pre-test to post-test. However, post-test scores showed no significant difference between the experimental and the control groups. The results of the survey showed that students in the experimental group expressed positive perceptions of the use of ChatGPT which was measured from four categories: usefulness, ease of use, ease of learning, and satisfaction. The study concludes that although ChatGPT did not produce a statistically significant increase in essay quality when compared to only conventional method, the findings of student perceptions show that it could be used as a secondary tool. This is evidenced by a survey showing that access to ChatGPT improved the writing experience with real-time and tailored feedback which increased student engagement, confidence, and writing autonomy. Thus, EFL instructors can adopt the use of ChatGPT in their Essay Writing course in conjunction with the conventional method.