The Impact of Using ChatGPT on Iranian EAP Students' Writing Accuracy and Perception: The Role of Computer Literacy

Scholarly investigation into the realm of academic writing has garnered considerable attention from scholars specializing in English as a Second Language (ESL) and English as a Foreign Language (EFL) writing. These scholars have undertaken meticulous experimental inquiries aimed at enhancing learners' proficiency in academic writing. The current research endeavors to explore differences between two experimental groups categorized by varying levels of computer literacy, both of which were subjected to writing instruction utilizing ChatGpt, and two control groups receiving traditional pedagogy devoid of ChatGpt integration. The study was conducted at the Arsam Language Institute in Nour, Mazandaran, involving the participation of ۱۰۰ upper-intermediate students chosen through purposeful convenience sampling. Each group constituted ۲۰ students who were learning English for Academic Purposes (EAP). The participants' uniformity in terms of writing proficiency, characterized by low-grade performance, was assured. Data were gathered through pre- and post-writing assessments along with semi-structured interviews. Results from the pre- and post-tests indicated that the experimental groups with differing levels of computer literacy exhibited significantly superior academic writing outcomes compared to the control groups. However, no notable difference in writing accuracy was observed between the two experimental groups. Analysis of the interviews revealed two key findings: ۱) Improved Writing Accuracy; and ۲) Enhanced Language Fluency. It is recommended that teacher educators advocate for the integration of ChatGpt in writing instruction to foster learner-centered environments that empower students to assume accountability for their learning, thereby facilitating advancements in their academic writing skills.

کلیدواژه ها:

Academic Writing ، ChatGPT ، Computer Literacy ، EAP Students