Generative AI and English essay writing: exploring the role of ChatGPT in enhancing learners’ task engagement

Abstract

Abstract Despite the growing use of artificial intelligence (AI) in L2 education, limited research has explored its impact on learners’ task engagement, specifically in writing tasks. This study explored the role of using generative AI-based tools, namely ChatGPT, in influencing 60 undergraduate learners’ engagement in English argumentative essay writing within an English as a Foreign Language (EFL) context over a 2-month instructional period. Using a mixed-methods experimental design, the study analyzed quantitative data from control and experimental groups alongside qualitative insights from participant interviews. Findings revealed that learners using ChatGPT demonstrated significantly higher engagement levels during English essay writing tasks. Qualitative analysis pointed to several themes, including increased motivation, reduced anxiety, enhanced interest, partnership, personalized feedback, and perceived competence. Overall, the findings suggest that ChatGPT can be an effective instructional tool for enhancing learners’ engagement in writing English essays. While ChatGPT fosters engagement, the study underscores the need for balanced AI integration to support independent critical thinking. These findings offer insights for L2 educators, curriculum designers, and policymakers.

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