Abstract
This systematic review, adhering to PRISMA guidelines (Page et al., 2021), examines the educational implications of ChatGPT, an AI language model by OpenAI, on the writing abilities of English as a Second and/or Foreign Language (ESL/EFL) learners. Relying on data from academic databases like Scopus and Web of Science, the review integrates both statistical techniques and qualitative content analysis to assess the model's multi-faceted impact. While ChatGPT offers benefits such as rapid grammar checking and word suggestions, empirical evidence suggests it may discourage the development of critical skills, such as reasoning and structure, that are crucial for academic writing. The paper delves into ChatGPT's role in potentially diminishing capacities for organization, cohesion, and grammar, thereby presenting a complex picture of its impact on ESL/EFL writing. Additionally, the review emphasizes the need for a balanced approach that includes initial writing, draft improvement, and editing. The review concludes by advocating for future research that explores adaptive curricular and alternative pedagogical strategies, such as peer review, teacher-student conferences, and scaffolding, that can foster independent writing skills among ESL/EFL learners. This work thus serves as a comprehensive guide for educators, teachers and policymakers to understand the nuanced impacts of ChatGPT and adjust educational practices accordingly.
Author Information
Hala Fawzi, Bahrain Teachers College, University of Bahrain, Bahrain
Paper Information
Conference: WorldCALL2023
Stream: Other
This paper is part of the WorldCALL2023 Conference Proceedings (View)
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To cite this article:
Fawzi H. (2024) A Bleeding Edge or a Cutting Edge? A Systematic Review of ChatGPT and English as a Second and/or Foreign Language Learners’ Writing Abilities ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings https://doi.org/10.22492/issn.2759-1182.2023.2
To link to this article: https://doi.org/10.22492/issn.2759-1182.2023.2
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