The role of ChatGPT in enhancing EFL students’ ESP writing skills: an experimental study of gender and major differences

Abstract

Abstract This experimental study investigates the impact of ChatGPT as a self-directed learning tool on the enhancement of English for Specific Purposes (ESP) writing skills, with a focus on gender and academic major differences involving 117 university students learning ESP writing. Data from pre- and post-tests, analysed using the Wilcoxon signed-rank test and ANOVA, indicate substantial improvements in writing skills across all measured dimensions. Results indicate notable gender differences, with female students demonstrating greater improvements, and underscore the limited impact of academic major on writing skill enhancement. While the study findings suggest a positive impact of ChatGPT on enhancing ESP writing skills, future research should involve more diverse and larger samples and include comparative analyses with other learning tools.

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