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Using AI to expand the “Toolbox” for EAP writing instruction

Student experiences and perceptions of ChatGPT’s instructional potential

ORCiD logo with link | University of Antwerp
ORCiD logo with link | University of Hawaiʻi at Mānoa
Published online: 31 October 2024
DOI logo with link
https://doi.org/10.1075/aila.24029.van
Abstract
The recent advent of AI-based digital assistants such as ChatGPT offers the potential for a new tool in the instructional “toolbox” for EAP courses. We report on a retrospective survey of students’ experiences using ChatGPT in first- and second-year EAP core writing courses at a continental European university. Students reported that they saw ChatGPT as a social agent, had moderately fluent experiences interacting with it, and had moderately positive perceptions of ChatGPT as an instructional tool. Both self-reported fluency of the interaction and perceptions of ChatGPT’s social agentic qualities were positively associated with perceptions of ChatGPT’s value as an instructional tool. Students reported that ChatGPT was less helpful than their professors, and neither more nor less helpful than their peers. Implications for EAP instruction are discussed.
Article outline
  • Academic literacy and AI literacy
    • Digital assistants and “Social” AI
  • Processing fluency in interactions with ChatGPT
  • The present study: Exploring EFL learners’ experiences with ChatGPT as a supplemental tool for EAP writing
  • Method
    • Materials
  • Results
  • Discussion
    • Implications for classroom practice
    • Limitations
  • Conclusion
  • Acknowledgements
  • References
References (39)
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