Abstract
This study provided a comparative analysis conducted to determine the effectiveness of traditional teaching methods for teaching academic writing versus AI-assisted teaching using text bots such as ChatGPT, where students learned autonomously with pre-prepared prompts. As for a pre-test session, 60 students from Maqsut Narikbayev University were randomly chosen by their intermediate English knowledge. They took the pre-test by writing an opinion essay. After the pre-test session, 30 students volunteered for the experimental group (Group X) that used ChatGPT, while the remaining 30 were in the control group (Group Y), which used traditional methods. The only difference between the groups was in the teaching mode. Two lessons were spent teaching Group X how to write effective prompts to providing successful autonomous learning. In parallel, they had to write self-reflections, while Group Y followed their usual teaching and learning process. After a month-long intervention, both groups took a post-test by writing an essay. Analysis of pre-and post-tests, surveys, observations, and self-reflections showed no significant differences between the two groups' performance. This suggests that both modes of teaching did not significantly impact students' performance during the experiment. Factors like essay type, difficulty level, and personal reasons may have influenced the results. The limited duration of the experiment and its intervention might have also constrained the potential benefits of ChatGPT. A key contribution of this research is its potential to enhance academic writing instruction using AI-assisted tools. Despite these findings, teachers can gain an understanding of the effectiveness of AI-assisted tools like ChatGPT.
Author Information
Yuliya Babayeva, Maqsut Narikbayev University, Kazakhstan
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