The Use of ChatGPT in Task-Based ESP Learning at University: Does It Make a Difference?

Abstract

This study investigates the integration of ChatGPT into task-based learning (TBL) environments for English for specific purposes (ESP) at a technical university in Ukraine. Conducted with 27 bachelor students, the research employs a mixed-methods approach to evaluate the effectiveness of ChatGPT in enhancing students’ writing task performance (creating a sustainable campus initiative proposal). The use of a quantitative research method permitted comparing the quality of students’ writing between two TBL groups: the one that used ChatGPT to complete the tasks and the one that did not use this tool. The qualitative method was used to survey students and explore their attitudes towards using ChatGPT to complete the tasks. Results indicate that students using ChatGPT showed the same level of achievement as those who did not use it in generating ideas and structuring initial drafts but struggled with the deeper aspects of writing, such as communicative achievement and creativity. Also, the ChatGPT’s ability to enhance language accuracy was evident, yet not superior to traditional methods. Students generally perceive ChatGPT positively, appreciating its role in facilitating the writing process and providing immediate assistance. However, they also acknowledge the necessity for critical evaluation and human refinement of artificial intelligence (AI)-generated texts to ensure the quality and originality of their work. This study concludes that while AI tools, such as ChatGPT, can complement traditional teaching methods, they cannot replace human evaluation and expertise.

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