Utilizing an adaptable artificial intelligence writing tool (ChatGPT) to enhance academic writing skills among Yemeni university EFL students

Abstract

This study aims to determine Yemeni EFL learners' potential opinions, benefits, and challenges regarding using ChatGPT as an AI-based writing tool in academic writing. A quantitative approach was employed in this study. Data were collected through surveys distributed to Yemeni EFL learners at the university level. The survey included questions about the participants' perceptions and experiences with ChatGPT. Descriptive statistics and thematic analysis were used to analyze the data and identify key themes. The findings revealed that Yemeni EFL learners had positive perceptions towards using ChatGPT. Participants reported that ChatGPT improved their writing fluency, accuracy, and overall quality of their academic work. The tool was helpful in language correction, grammar checking, and proofreading. However, some challenges were also identified, including concerns about academic integrity and the potential for plagiarism. The study highlights the potential benefits of ChatGPT for Yemeni EFL learners, including improved writing fluency, accuracy, and overall quality of academic writing, as well as the challenges associated with using AI-based writing tools, such as concerns about academic integrity. The study recommends that EFL students use ChatGPT as a supplementary tool to enhance their academic writing skills while maintaining academic integrity, developing their own critical thinking, and avoiding over-reliance on the AI-based writing tool.

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