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Abstract Artificial intelligence (AI) has garnered considerable interest in the field of language education in recent times; however, limited research has focused on the role of AI in the specific context of register knowledge learning during English language writing. This study aims to address this research gap by examining the impact of ChatGPT, an AI-powered chatbot, on the acquisition of register knowledge across various writing tasks. The research design employed a one-case shot pre-experimental design, with 11 voluntary participants selected through convenience sampling. Preliminary results indicate that students found ChatGPT beneficial for acquiring formal register knowledge but perceived it as unnecessary for informal writing. Additionally, the effectiveness of ChatGPT in teaching neutral register was questioned by the participants. This research contributes to the existing literature by shedding new light on the effects of AI-generated chatbots in register learning during the writing process, offering insights into their potential as learning assistants. Further investigation is warranted to explore the broader implications and applications of AI in language learning contexts.
Özçelik et al. (Mon,) studied this question.
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