From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill
Restricted accessResearch articleFirst published online 2024
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill
Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the learners’ language skills could have been expansive. Responding to these gaps, researchers chose ChatGPT, an AI-powered chatbot capable of generating natural and coherent texts, as a potential tool to foster positive emotions and interactions between Iranian English language teachers (n = 12) and learners (n = 48) in the L2 writing context. We operationalized ChatGPT in a three-phased writing instruction protocol (CGWIP): (1) a planning phase, where teachers used ChatGPT to brainstorm ideas and generate outlines for each session; (2) an instruction phase, where teachers used ChatGPT to engage the learners in writing process, analyse and reflect on their drafts, and (3) an assessment phase, where teachers used ChatGPT to simulate IELTS writing exam and provided detailed and constructive feedback to the learners. We further tested the effectiveness of CGWIP on teachers’ self-efficacy and learners’ writing skills before and after a 10-week instruction program. The Independent Samples t-test results showed that CGWIP significantly enhanced teachers’ self-efficacy compared to the control group. Also, the results of One Way ANCOVA revealed that CGWIP significantly improved learners’ writing skills and that these effects persisted over time. The study implied that the protocol can nurture teachers’ efficiency by helping them in various aspects of L2 writing instruction, including brainstorming, revising, providing feedback, and assessment, which in turn, improves learners’ writing skills.
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