Effectiveness of ChatGPT in Improving Academic Writing Among EFL Libyan Tertiary Female Learners
DOI:
https://doi.org/10.37375/sujh.v15i2.3688Keywords:
Artificial Intelligence (AI), ChatGPT, academic writing, EFL Libyan students’ perceptionsAbstract
This study investigates the effectiveness of ChatGPT in enhancing English academic writing skills among 17 female students from the English Language Department, Faculty of Arts, at Al-Asmarya Islamic University in Zliten, Libya. All participants were in their fourth semester and enrolled in the "Writing 4" course, which focuses on academic essay writing. The study also aims to explore students’ perceptions and experiences in using ChatGPT as a writing tool. A mixed-methods research design was adopted, combining both quantitative and qualitative approaches. Quantitative data were collected through pre- and post- writing tests which were analyzed statistically using SPSS version 21. Qualitative data were gathered through semi-structured interviews which were analyzed using thematic analysis. The results revealed a statistically significant improvement in students’ writing performance following the use of ChatGPT, suggesting the tool provided effective and personalized support. Additionally, participants expressed positive perceptions regarding ChatGPT, noting its role in idea generation, vocabulary enhancement, and increased writing confidence. An important implication is that the potential for integrating ChatGPT into writing instruction in Libyan higher education, where it can foster learner autonomy, improve academic writing outcomes, and offer valuable assistance in resource-limited educational settings.
References
Abolkasim E, Shtewi A. (2023) Analyzing the Efficacy of ChatGPT for Online Learning: An Experimental Study. Alq J Med App Sci. 6(2):617-625.
Al-Qahtani, M. (2016). The use of technology in EFL classrooms: A case study of Saudi
learners. International Journal of Education and Literacy Studies.
Artianal, N., Fakhrurriana, R., (2024). EFL undergraduate students’ perspective on using AI-based ChatGpt in Academic Writing. Language and Education Journal, 9(1).
Ashour, S., & Fatima, F. (2016). Educational challenges in Libya and the need for educational reform. Mediterranean Journal of Social Sciences.
Baskara, R. A. (2023). The dangers of overreliance on AI tools in EFL writing. Journal of Language Education and Research, 12(3), 45-58.
Bruner, J. (1996) .The culture of education. Harvard University Press
Campbell, M. (2019). Teaching academic writing in higher education. Educ. Quar. Rev. 2, 608–614.
Coniam, D. (2004). Using language engineering programs to raise awareness of future CALL potential. Computer Assisted Language Learning, 17(2), 149–175.
Creswell, J. W. (2005). Educational Research: Planning, conducting, and evaluating,
quantitative, and qualitative research. (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating, quantitative, and qualitative research. 4th Ed. Pearson Education.
Dale, R., & Viethen, J. (2021). The automated writing assistance landscape in 2021. Natural Language Engineering, 27(4), 511–518.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Ghwela, M. A. (2023). English Language Teachers' Perceptions of Using Technology in
Teaching English Language at Al-Asmarya University. Abhat Journal, 15 (2).
Haristiani, N. (2019). Artificial Intelligence (AI) chatbot as language learning medium: An
inquiry. Journal of Physics: Conference Series, 1387(1), 012020
Imaniah, I. (2022). A Critical Review of English Essay Writing in Studies of Critical
Thinking, Reading Habits, and Sentence Structure Mastery. Indonesian EFL Journal, 8(1), 53–62.
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464 .
Jia, F., Sun, D., Ma, Q., & Looi, C. K. (2022). Developing an AI-based learning system for
L2 learners’ authentic and ubiquitous learning in English language. Sustainability 14:15527.
Kim, J., Li, R., & Wang, L. (2024). Integrating ChatGpt4 in academic writing: A study of
Technology Chinese higher education students. Asian Journal of Educational 105-88, (2)5.
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact
academia and libraries? Library Hi Tech News.
Masoudi, H., A., (2024) Effectiveness of ChatGPT in Improving English Writing Proficiency among Non-native English Speakers. International Journal of Educational Sciences and Arts, London, 3(4)
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López- Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8), 153 .
Osorio, J. A. C. (2023). Explorando el potencial de ChatGPT en la escritura científica: Ventajas, desafíos y precauciones. Scientia et Technica, 28, 3–5.
Özçelik. P., & Yangın Ekşi, Y. (2024) Cultivating writing skills: the role of ChatGPT as a learning assistant—a case study. Smart Learning Environments 11:10
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage.
Rahimi, M., & Fathi, J. (2022). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study. Computer. Assist. Lang. Learn. 35, 2627- 2674.
Rowland, D. R. (2023). Two frameworks to guide discussions around levels of acceptable use of generative AI in student academic research and writing. Journal of Academic Language and Learning,17(1), T31–T69.
Salvagno, M., Taccone, F. S., and Gerli, A. G. (2023). Can artificial intelligence help for
scientific writing? Crit. Care 27:75.
Quynh, T. C., & Hien, T.T.M. (2024) The Effectiveness of ChatGPT in Students’ Practicing
