Exploring the Impact of AI Technologies on EFL Writing Proficiency

Abstract

With the emergence of Artificial Intelligence (AI) tools like ChatGPT in the classroom, the role and nature of writing instruction should be of utmost priority among educators. Exploring teachers' perspectives on the merits and challenges of using ChatGPT in writing classes is essential for promoting effective implementation and overcoming challenges. The present study investigates how Saudi EFL teachers perceive the role of ChatGPT in writing instruction and the obstacles they encounter while applying it. Using a descriptive survey design, the researchers developed a questionnaire that served as the principal instrument for data collection. Participants were chosen through convenience sampling and comprised Saudi EFL teachers at King Saud University in Riyadh, Saudi Arabia. In total, 54 teachers agreed to participate and fill in the questionnaire. Some favorable aspects of ChatGPT in writing classes mentioned in the findings are personalized learning experiences, increased teacher comfort in applying AI in the curriculum, student collaborative writing, creativity in student writing, and feedback. By contrast, considerable challenges expressed by the teachers include misinformation or hallucinations generated by ChatGPT, the failure to fit into writing curriculum aims, struggles to judge student outputs affected by AI use, students developing undue reliance on ChatGPT, and a lack of facilitation of student writers varying needs. These insights suggest educators should set standards for independent writing and academic integrity, engage in professional development focused on effective AI use in learning, and structure assignments around critical thinking. The added solutions were recipes for better learning outcomes: monitoring student engagement and fostering collaboration via group exercises.