The Role of ChatGPT in Enhancing Pakistani ESL Learners’ Writing Skills

Abstract

Artificial intelligence (AI) in education is a part of the ongoing development process, and its latest chatbot, ChatGPT is a part of it. This research investigates the role of ChatGPT in enhancing ESL learners' writing skills by addressing the following three main goals: (1) To find out the main perceptions of ESL learners to determine ChatGPT’s usefulness in enhancing their writing skills,(2) To investigate the ESL learners’ perceptions of ChatGPT’s ease of use in improving their writing skills among undergraduate ESL students, and (3) To measure the extent of ESL learners’ intention to use ChatGPT as a tool for enhancing their writing skills and to investigate the manifestation of this intention in actual use.  Using cluster sampling technique, quantitative data were collected from 120 students of the University of Malakand (UOM) through a 5-point Likert scale questionnaire.  Data were analyzed using both descriptive and inferential statistics. Employing the Technology Acceptance Model (TAM), the findings indicate a discrepancy between students' perceptions of ChatGPT and their real interactions with it. A lack of new technology literacy and inadequate application advice, low confidence, lack of awareness are attributed to it. The results of this study reveal challenges in adopting ChatGPT as a writing assistant and inform instructional strategies in ESL.

Keywords: ChatGPT, Technology Acceptance Model (TAM), writing skill