THE IMPACT OF CHATGPT-ASSISTED WRITING ON EFL STUDENTS' ACADEMIC WRITING PERFORMANCE
- Authors
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Pardayeva Mahliyo
Karshi State University, Linguistics Department
Author
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- Keywords:
- ChatGPT, Academic Writing, EFL Learners, Artificial Intelligence, Writing Performance, Higher Education
- Abstract
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The integration of Artificial Intelligence (AI) technologies into language education has transformed English as a Foreign Language (EFL) instruction worldwide. Among these technologies, ChatGPT has gained significant attention due to its ability to provide immediate feedback, language support, and writing assistance. This study investigates the impact of ChatGPT-assisted writing on EFL students' academic writing performance. The paper explores theoretical foundations, empirical evidence, practical applications, and instructional strategies related to AI-assisted writing. The findings suggest that ChatGPT can improve grammatical accuracy, lexical diversity, coherence, and organization when used appropriately. However, excessive dependence on AI may hinder learners' creativity and autonomous writing development. The study concludes that ChatGPT should be used as a writing support tool rather than a replacement for students' independent writing efforts.
- References
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1.Lev Vygotsky (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
2.Linda Flower, & John R. Hayes (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365–387.
3.Chiu-Yin Lo (2024). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 14(2), 123.
4.Zhiqiang Yan (2024). Effects of ChatGPT-assisted writing on EFL learners’ writing performance and perceptions. Journal of Educational Technology and Language Learning, 6(1), 45–61.
5.OpenAI (2023). GPT-4 Technical Report. Retrieved from OpenAI Research
6.Dana Ferris (2011). Treatment of Error in Second Language Student Writing (2nd ed.). Ann Arbor: University of Michigan Press.
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- Published
- 2026-06-07
- Issue
- Vol. 2 No. 6 (2026)
- Section
- Articles
- License
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This work is licensed under a Creative Commons Attribution 4.0 International License.
