Investigating the Effect of ChatGPT on L2 Learners’ Perceptions, Writing Performance, and Speaking Competence
محورهای موضوعی : Second Language Education
Vahid Ghorbani
1
,
Sara Kianifard
2
1 - shams institute of higher education
2 - shahid Rajaee university ,Tehran
کلید واژه: ChatGPT, EFL Learners, Writing Performance, Speaking Fluency, AI-Assisted Language Learning, Learner Perceptions,
چکیده مقاله :
This study examines how ChatGPT influences the writing and speaking skills of Iranian upper-intermediate EFL learners, as well as their opinions about AI-assisted language learning. Applying a mixed-methods within-subject approach, 30 students participated in IELTS-style tasks both before and after interacting with ChatGPT. Quantitative analysis revealed significant improvement in writing fluency, grammatical correctness, and lexical development. Speaking skills also disclosed progression, described by improved fluency, lower error rates, and more confidence. A chosen number of the participants took part in semi-structured interviews, which showed some merits, including increased motivation, decreased anxiety, and assistance with idea generation and grammatical corrections. However, worries were voiced about dependency, difficulties in prompt creation, and reduced critical thinking skills. The results evinced that ChatGPT can act as a handy supplementary tool for language advances when combined carefully and accompanied by educator guidance. This study is important for language teachers and educators as it focuses on the role of AI on learner perception, which is different from one person to another, and productive skills.
This study examines how ChatGPT influences the writing and speaking skills of Iranian upper-intermediate EFL learners, as well as their opinions about AI-assisted language learning. Applying a mixed-methods within-subject approach, 30 students participated in IELTS-style tasks both before and after interacting with ChatGPT. Quantitative analysis revealed significant improvement in writing fluency, grammatical correctness, and lexical development. Speaking skills also disclosed progression, described by improved fluency, lower error rates, and more confidence. A chosen number of the participants took part in semi-structured interviews, which showed some merits, including increased motivation, decreased anxiety, and assistance with idea generation and grammatical corrections. However, worries were voiced about dependency, difficulties in prompt creation, and reduced critical thinking skills. The results evinced that ChatGPT can act as a handy supplementary tool for language advances when combined carefully and accompanied by educator guidance. This study is important for language teachers and educators as it focuses on the role of AI on learner perception, which is different from one person to another, and productive skills.
Aksakallı, C. and Daşer, Z. (2025). Unlocking EFL learners’ insights into ChatGPT use for L2 writing: the impacts of usage frequency and gender variations. Current Psychology, 44(9), 7957-7977. https://doi.org/10.1007/s12144-025-07437-3
Ali, S., Abuhmed, T., El-Sappagh, S., Muhammad, K., Alonso-Moral, J. M., Confalonieri, R., ... & Herrera, F. (2023). Explainable Artificial Intelligence (XAI): What we know and what is left to attain Trustworthy Artificial Intelligence. Information fusion, 99, 101805.
Aljanabi, M., Ghazi, M., Ali, A. H., & Abed, S. A. (2023). ChatGPT: open possibilities. Iraqi journal for computer science and mathematics, 4(1), 7.
Alnaeem, L. A. (2025). Potentials and Challenges of Using ChatGPT in Language Learning: EFL Learners' Perceptions. Theory and Practice in Language Studies, 15(5), 1437-1445.
Baidoo-Anu, D., & Ansah, L. O.: Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62 (2023).
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Braun V., Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cai, C., & Hu, H. (2024). The online learning adaptability and its influencing factors for low-proficiency English learners in China. Journal of Language Teaching, 4(2), 1-10. https://doi.org/10.54475/jlt.2024.005
Chang, D. H., Lin, M. P. C., Hajian, S., & Wang, Q. Q. (2023). Educational design principles of using an AI chatbot that supports self-regulated learning in education: Goal setting, feedback, and personalization. Sustainability, 15(17), 12921. https://doi.org/10.3390/su151712921
Chen, Y. M. (2022). Understanding foreign language learners’ perceptions of teachers’ practice with educational technology with specific reference to Kahoot! and Padlet: A case from China. Education and information technologies, 27(2), 1439-1465. https://doi.org/10.1007/s10639-021-10649-2
Dai, W., Lin, J., Jin, H., Li, T., Tsai, Y. S., Gasevic, D., & Chen, G. (2023). Can large language models provide feedback to students? A case study on ChatGPT. In N.-S. Chen, G., Rudolph, D. G., Sampson, M., Chang, R. Kuo, & A. Tlili (Eds.), Proceedings - 2023 IEEE International Conference on Advanced Learning Technologies, ICALT 2023 (pp. 323-325). IEEE, Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/ICALT58122.2023.00100
Dehghani, H., & Mashhadi, A. (2024). Exploring Iranian English as a foreign language teachers’ acceptance of ChatGPT in English language teaching: Extending the technology acceptance model. Education and Information Technologies, 29(15), 19813-19834.
Fereidouni, P. and Farahian, M. (2024). Is ChatGPT a cure-all? Demystifying the Impact of Using ChatGPT on EFL Learners’ Writing Skills. Applied Linguistics Inquiry, 2(1), 89-103. doi: 10.22077/ali 2024.8389.1051
Gholami, A., Ahmadi, S., & Taheri, H. (2025). Chatbots and speaking performance of EFL learners with high and low levels of learning adaptability: Effects and perceptions. Journal of Modern Research in English Language Studies, 12(3), 179-212.
Golzar, J., Momenzadeh, S. E., & Miri, M. A. (2022). Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis. Cogent Education, 9(1), 2107297. https://doi.org/10.1080/2331186X.2022.2107297
Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, 100666. https://doi.org/10.1016/j.asw.2022.100666
Hew, K. F., Huang, W., Du, J., & Jia, C. (2023). Using chatbots to support student goal setting and social presence in fully online activities: Learner engagement and perceptions. Journal of Computing in Higher Education, 35(1), 40-68. https://doi.org/10.1007/s12528-022-09338-x
Hwang, G., Chen, C., & Chen, W. (2022). A Concept Mapping-Based Prediction-Observation-Explanation Approach to Promoting Students’ Flipped Learning Achievements and Perceptions. Educational Technology Research and Development, 70, 1497-1516. https://doi.org/10.1007/s11423-022-10106-y
Ibrahim, K., & Kirkpatrick, R. (2024). Potentials and implications of ChatGPT for ESL writing instruction. International Review of Research in Open and Distributed Learning, 25(3), 394-409.
Javaid, M., Haleema, A., & Singh, R. P. (2023). ChatGPT for healthcare services: An emerging stage for an innovative perspective. BenchCouncil Transactions on Benchmarks, Standards & Evaluations, 3(1).
Karakose, T., Demirkol, M., Yirci, R., Polat, H., Ozdemir, T. Y., & Tülübaş, T. (2023). A conversation with ChatGPT about digital leadership and technology integration: Comparative analysis based on human–AI collaboration. Administrative Sciences, 13(7), 157.
Karyotaki, M., Drigas, A., & Skianis, C. (2024). Mobile/VR/robotics/IoT-based chatbots and intelligent personal assistants for social inclusion. International Journal of Interactive Mobile Technologies, 18(8). https://doi.org/10.3991/ijim.v18i08.46473
Klímová, B., & Ibna Seraj, P. M. (2023). The use of chatbots in university EFL settings: Research trends and pedagogical implications. Frontiers in psychology, 14, 1131506. https://doi.org/10.3389/fpsyg.2023.1131506
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(10), 1-14. http:// doi: 10.1177/00336882231162868
Kurt, G., & Kurt, Y. (2024). Enhancing L2 writing skills: ChatGPT as an automated feedback tool. Journal of Information Technology Education,23, 24. https://doi.org/10.28945/5370
Lin, M. P. C., & Chang, D. (2023). CHAT-ACTS: A pedagogical framework for personalized chatbots to enhance active learning and self-regulated learning. Computers and Education: Artificial Intelligence, 5, 100167. https://doi.org/10.1016/j.caeai.2023.100167
Lingard, L. (2023). Writing with ChatGPT: An illustration of its capacity, limitations & implications for academic writers. Perspectives on Medical Education, 12(1), 261–270. https://doi.org/10.5334/pme.1072
Lo, C. K., Hew, K. F., & Jong, M. S. Y. (2024). The influence of ChatGPT on student engagement: A systematic review and future research agenda. Computers & Education, 105100.
Mahapatra, S. Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learn. Environ. 11, 9 (2024). https://doi.org/10.1186/s40561-024-00295-9
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469.
Mohammad Hosseinpur, R., and Parsaeian, Z. (2023). Accuracy and Fluency Development of Spoken English through Online Informal Activities: A Microgenetic Analysis. Journal of Modern Research in English Language Studies, 10(2), 1-25. doi: 10.30479/jmrels.2022.17417.2082
Nugroho A, Andriyanti E, Widodo P, Mutiaraningrum I (2024) Students’ appraisals post-ChatGPT use: students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2024.2319184
Pack, A., & Maloney, J. (2023). Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI’s ChatGPT. TESOL Quarterly, 57(4), 1571-1582. https://doi.org/10.1002/tesq.3253
Petrović, J., & Jovanović, M. (2021). The role of chatbots in foreign language learning: the present situation and the future outlook. In Artificial Intelligence: Theory and Applications (pp. 313-330). Cham: Springer International Publishing.
Rahimi, A.R., Mosalli, Z. Language learners’ surface, deep, and organizing approaches to ChatGPT-assisted language learning: What contextual, individual, and ChatGPT-related factors contribute?. Smart Learn. Environ. 12, 16 (2025). https://doi.org/10.1186/s40561-025-00368-3
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?. Journal of applied learning and teaching, 6(1), 342-363.
Sedghi, M. and Fazilatfar, A. M. (2025). The Role of Chat-GPT-Driven Materials in Shaping EFL Education: A Comparative Study across Iranian Language Institutes, Public Schools, and Private Schools. Applied Linguistics Inquiry, 3(1), 15-30. doi: 10.22077/ali.2025.8775.1072
Selwyn, N. (2020). Telling tales on technology: Qualitative studies of technology and education. Routledge
Shi.H., Sing Chai.C., Zhou.S. & Aubrey.S. (2025). Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self. Computer Assisted Language Learning, DOI: 10.1080/09588221.2025.2454541
Suciati, & Erzad, A. M. (2024). Anima chatbot: A media for new university students to get idea for speaking. The 14th Annual International Symposium of Foreign Language Learning. NST Proceedings. (pp. 1 8). http://dx.doi.org/10.11594/nstp.2024.3801
Tajik, A. (2024). Exploring the Potential of ChatGPT in EFL Language Learning: Learners’ Reflections and Practices. Preprints. https://doi.org/10.20944/preprints202412.2218.v1
Taskiran, A., & Goksel, N. (2022). Automated feedback and teacher feedback: Writing achievement in learning English as a foreign language at a distance. Turkish Online Journal of Distance Education, 23(2), 120–139.
Tlili, A., Shehata, B., Adarkwah, M.A., Bozkurt, A., Hickey, D.T., Huang, R., & Agyemang, B. (2023). What is the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 1–24. https://doi.org/10.1186/s40561023-
Wang, Y. (2025). A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills. SAGE Open, 15(1), 21582440241310644.
Wang, M., & Guo, W. (2025). The potential impact of ChatGPT on education: Using history as a rearview mirror. ECNU Review of Education, 8(1), 41-48.
Wang.J. & Fan.W., (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis. Palgrave Communications, Palgrave Macmillan,12(1), 1-21.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212.
Yin, J., Goh, T. T., Yang, B., & Xiaobin, Y. (2021). Conversation technology with micro-learning: The impact of chatbotbased learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154–177. https://doi.org/10.1177/0735633120952067
Young, J. C., & Shishido, M. (2023). Investigating OpenAI’s ChatGPT potentials in generating chatbot’s dialogue for English as a foreign language learning. International Journal of Advanced Computer Science and Applications, 14(6), 65–72. https://doi.org/10.14569/IJACSA.2023.0140607
Zhang Y, Liang Y, Tian X, Yu X (2024) The effects of unplugged programming activities on K-9 students’ computational thinking: meta-analysis. Educational Technology Research and Development https://doi.org/10.1007/s11423-023-10339-5
