Enhancing or impairing? Exploring Indian EFL learners’ academic writing narratives with ChatGPT

Abstract

This study investigates Indian English as a Foreign Language (EFL) learners’ use of ChatGPT for academic writing, focusing on its impact on writing fluency, learner confidence, and cognitive engagement. Employing a qualitative research design, the study utilizes semi-structured interviews with 43 learners who have engaged with ChatGPT consistently for over a year. The research is grounded in Cognitive Load Theory (CLT), the Technology Acceptance Model (TAM), and AI-mediated Informal Digital Learning of English (AI-IDLE), exploring learners' perceptions of the tool’s efficacy, usability, and its potential to promote autonomous learning. Thematic analysis indicates that ChatGPT positively influences writing fluency, enhances learner motivation, and reduces revision-related anxiety. However, concerns regarding over-reliance on AI-generated feedback, the decline in critical thinking, and issues surrounding academic integrity are also raised. The study concludes with recommendations for the responsible integration of ChatGPT into English language pedagogy, emphasizing the importance of structured guidance, AI literacy training, and institutional frameworks to mitigate potential risks and ensure ethical use. These findings provide valuable insights into the evolving role of generative AI in education, particularly within the Indian higher education context, and highlight the need for context-sensitive implementation strategies.

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