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This paper discusses how chatbots (in the case of ChatGPT) can be used to improve the fluency and accuracy of writing among English as a Foreign Language (EFL) learners. The quasi experimental design was used involving 400 intermediate level students in the Department of English Language and Literature, College of Languages and Humanities in Qassim University, Saudi Arabia. The study was conducted with equal division into an experimental and control group, with the former group being provided with ChatGPT as an auxiliary tool when working on writing exercises and the latter being taught in a traditional way, without AI assistance. The performance improvements were measured by using pre-test and post-test writing tasks. Quantitative data indicated significant improvement of both fluency and accuracy in the experimental group and the effect sizes were large which indicates a significant instructional improvement. Respondents of surveys expressed positive expectations of ChatGPT, having more confidence, less anxiety, and being motivated. The active idea generation, vocabulary development, and self-editing promoted by the integration of ChatGPT. The results open the perspective of the AI chatbots as a supportive tool to traditional teaching in case of ethical application and pedagogical instruction.
Mahmoud Sabri Alasal (Sat,) studied this question.