Possibilities for Improving ESP Curriculum Design and Assessment Strategies for Saudi Universities with ChatGPT

Abstract

This study investigates the impact of integrating ChatGPT, an Artificial Intelligence-powered language model, into English for Specific Purposes (ESP) writing courses for EFL students at Saudi Arabian universities. The main research question examines how ChatGPT can enhance students’ writing performance, engagement, and autonomous learning. The study aims to evaluate the effectiveness of ChatGPT in improving ESP writing skills and to identify the challenges and opportunities associated with its use in classroom settings. It also explores how Saudi university instructors can strategically create exams and courses using generative AI. The significance of this study lies in its contribution to the growing field of AI-assisted language learning, offering valuable insights for educators, curriculum designers, and policymakers amid the digital transformation of education. A mixed-methods approach was adopted, including surveys, interviews, pre- and post-tests, and document analysis to collect quantitative and qualitative data. The findings reveal significant improvements in students’ writing proficiency, particularly in grammar accuracy, vocabulary enrichment, creativity, and critical thinking. Nevertheless, challenges such as technical barriers, ethical concerns, and teachers’ limited training in AI tools were identified. The study recommends providing professional development programs for teachers, establishing ethical guidelines for AI use, enhancing technical support, and continuously evaluating AI tools to ensure effective implementation. This research provides a foundation for future studies on integrating AI technologies in language education and highlights the potential of ChatGPT to foster autonomous and effective language learning.

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