Exploring ChatGPT as a Writing Assistant in Algerian EFL Classrooms: Opportunities, Challenges and Perceptions: The Case Study of First Year University Students of Ain Temouchent

Abstract

In the recent years and with the increasing integration of technology in education, Artificial Intelligence tools such as ChatGPT, offer a substantial potential to support learners in language learning. However the implication of ChatGPT has sparked ongoing discussions about its educational efficiency particularly in reinforcing learners’ writing skills. Thus, the present dissertation aims to investigate the effectiveness of ChatGPT, as a writing tool assistant for first year EFL students and explores its perceived benefits and limitations addressed by students and Writing Comprehension teachers. To accomplish the objectives of the present investigation, a mixed methods approach was used, employing writing tests, pre/post questionnaires with 40 students, and semi-structured interviews with three teachers from Belhadj Bouchaib University of Ain Temouchent, aiming to ensure the findings’ credibility and authenticity. Likewise, the collected data were carefully examined both quantitatively and qualitatively to achieve the research purposes. The findings reveal that ChatGPT contributes positively to the development of students' writing skills, particularly in grammar, vocabulary, and coherence. Students reported improvements in their writing quality, while teachers acknowledged its usefulness in reinforcing classroom learning and learners’ autonomy. However, concerns were raised regarding issues such as over-reliance, academic dishonesty, and gaps in digital literacy. Together, these findings address the research objectives, confirming the potential of ChatGPT as an efficient writing assistant yet its integration requires the teacher’s supervision, with clear pedagogical objectives and ethical considerations to prevent misuse.