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

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.