Cover not available

Article In: Journal of Second Language Studies: Online-First Articles

The impact of ChatGPT on improving Iranian EFL learners’ narrative writing

A mixed-methods study

ORCiD logo with link | Shahid Beheshti University, Iran
ORCiD logo with link | Shahid Beheshti University, Iran
This content is being prepared for publication; it may be subject to changes.
Abstract
Writing is one of the most challenging skills to teach in English as a Foreign Language (EFL) contexts. With the rise of artificial intelligence tools, ChatGPT has emerged as a potential assistant in writing instruction. This mixed-methods study explores the impact of integrating ChatGPT into narrative writing classes, focusing on learners’ performance and experiences throughout the writing process. Sixty EFL learners at two proficiency levels (Pre-intermediate and Upper-intermediate) were divided into a control group with traditional instruction and an experimental group using ChatGPT-assisted instruction over five weeks. Quantitative findings showed that the ChatGPT group outperformed the control group in grammatical accuracy, lexical range, and cohesion. Qualitative results highlighted increased engagement, better feedback, and improved vocabulary and grammar use, though some participants noted reduced creativity and dependence on the tool. The study suggests that ChatGPT can enhance narrative writing when used alongside pedagogical strategies that promote critical thinking and learner autonomy.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The Emergence of ChatGPT in Education
    • 2.2ChatGPT and EFL Writing Development
    • 2.3ChatGPT compared with other writing assistance tools
    • 2.4ChatGPT and genre-based writing
    • 2.5Research questions
  • 3.Method
    • 3.1Design
    • 3.2Participants
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Results
    • 4.1Quantitative results
    • 4.2Qualitative result
      • Theme 1: Improved writing performance at different stages of narrative writing
      • Theme 2: Enhanced feedback and support
      • Theme 3: Increased engagement and classroom interest
      • Theme 4: Negative aspects — cheating and laziness
      • Theme 5: Overreliance on ChatGPT
      • Theme 6: Changing teacher roles and pedagogical practices
  • 5.Discussion
  • 6.Conclusion
  • Author queries
  • References
References (43)
References
Abril, B. V. D., Carlosama, K. M. D., & Pachay, J. F. Z. (2025). Exploring the Effect of ChatGPT as an Educational Tool to Improve Vocabulary Acquisition in the English Language. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 4874–4886. Google Scholar logo with link to Google Scholar
Adeshola, I., & Adepoju, A. P. (2024). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 32(10), 6159–6172. Google Scholar logo with link to Google Scholar
Abdelrady, A. H., Ibrahim, D. O. O., & Akram, H. (2025). Unveiling the role of Copilot in enhancing EFL learners’ writing skills: A content analysis. World Journal of English Language, 15(8), 174–186. Google Scholar logo with link to Google Scholar
Al-Otaibi, M., & Al-Homidhi, K. M. (2025). Teaching program based on (ChatGPT) and its effectiveness in developing reading comprehension skills for English language students at university. International Journal of Language and Literary Studies, 7(1), 137–154. Google Scholar logo with link to Google Scholar
Alpar, Ö. (2025). Evaluating Generative AI Tools for Improving English Writing Skills: A Preliminary Comparison of ChatGPT-4, Google Gemini, and Microsoft Copilot. European Journal of Educational Research, 14(4), 1291–1308. Google Scholar logo with link to Google Scholar
Anjarani, S., Furqon, M., & Rakhmawati, F. (2024). ChatGPT to foster students’ engagement in writing class: An intervention study. Voices of English Language Education Society, 8(3), 630–640. Google Scholar logo with link to Google Scholar
Asadi, M., Ebadi, S., & Mohammadi, L. (2025). The impact of integrating ChatGPT with teachers’ feedback on EFL writing skills. Thinking Skills and Creativity, 561, 101766. Google Scholar logo with link to Google Scholar
Bin-Hady, W. R. A., Ali, J. K. M., & Al-humari, M. A. (2024). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching & Learning, 17(2), 243–255. Google Scholar logo with link to Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Google Scholar logo with link to Google Scholar
Bucol, J. L., & Sangkawong, N. (2025). Exploring ChatGPT as a writing assessment tool. Innovations in Education and Teaching International, 62(3), 867–882. Google Scholar logo with link to Google Scholar
Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418–102418. Google Scholar logo with link to Google Scholar
Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions. International Journal of Applied Linguistics, 34(4), 1246–1264. Google Scholar logo with link to Google Scholar
Dong, L. (2025). Development and validation of a multidimensional ChatGPT feedback engagement scale in second language writing. System, 1351, 103875. Google Scholar logo with link to Google Scholar
El Ouidani, Y., & Madaoui, R. (2024). Enhancing L2 learners’ writing: Impact of product and process approaches. European Journal of Foreign Language Teaching, 8(1), 134–153. Google Scholar logo with link to Google Scholar
Fitria, T. N. (2023). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. Journal of English Education and Linguistics Studies (JEELS), 10(1), 147–166. Google Scholar logo with link to Google Scholar
Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efcacy and learners’ writing skill. Language Teaching Research. Google Scholar logo with link to Google Scholar
Gjorevski, A., Li, M., & Cox, T. L. (2025). Exploring the potential of ChatGPT for evaluating English essays in a criterion-based assessment. TESOL Quarterly, 59(S1), S251–S279. Google Scholar logo with link to Google Scholar
Guo, K., Zhang, E. D., Li, D., & Yu, S. (2025). Using AI-supported peer review to enhance feedback literacy: An investigation of students’ revision of feedback on peers’ essays. British Journal of Educational Technology, 56(4), 1612–1639. Google Scholar logo with link to Google Scholar
Hasyim, M. W., Zuhairi, A., Yunus, M., & Subarjo, S. (2025). The use of ChatGPT among high and mid to low achiever students in writing undergraduate. Ethical Lingua: Journal of Language Teaching and Literature, 12(2), 599–614. Google Scholar logo with link to Google Scholar
Hidayah, A. N., & Irawati, T. (2024). Grammarly in essay writing through the lens of students’ perception. Jurnal Bahasa, Sastra, dan Studi Amerika, 30(1), 11–18. Google Scholar logo with link to Google Scholar
Hossain, M. K., & Al Younus, M. A. (2025). Teachers’ perspectives on integrating ChatGPT into EFL writing instruction. TESOL Communications, 4(1), 41–60.Google Scholar logo with link to Google Scholar
Huang, J., & Teng, M. F. (2025). Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language writing context. Digital Applied Linguistics, 21, 102469–102469. Google Scholar logo with link to Google Scholar
Laila, N., & Daulay, E. (2024). Students’ perception of using Quillbot to improve students’ writing skills. Indonesian EFL Journal, 10(2), 223–232. Google Scholar logo with link to Google Scholar
Li, Y., Du, W., & Zhu, B. (2023). Cognitive engagement of low proficiency learners: Evaluating the impact of ChatGPT feedback in EFL writing. Frontiers in Educational Research, 6(28).Google Scholar logo with link to Google Scholar
Marisa, S., Rachman, D., Puspita, R. H., & Rahmawati, Y. (2025). The dark side of dependency: Negative consequences of EFL students’ use of ChatGPT for academic writing. Borneo Educational Journal (Borju), 7(2), 255–274. Google Scholar logo with link to Google Scholar
Msuya, D., & Abdala, J. (2025). Exploring teaching practices for developing paragraph writing skills in English as a Foreign Language through a competence-based approach in Tanzania’s secondary schools. Discover Education, 4(1), 84. Google Scholar logo with link to Google Scholar
Muzaffarovna, B. M. (2025). Integrating ChatGPT as a listening assistant in secondary EFL classes: Benefits and limitations. Pedagogik Islohotlar va Ularning Yechimlari, 15(01), 76–78.Google Scholar logo with link to Google Scholar
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2025). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 62(2), 499–511. Google Scholar logo with link to Google Scholar
Pariyanto, P., & Tungka, N. F. (2025). ChatGPT as a formative feedback tool: Improving narrative essay writing among EFL students. Edulitics (Education, Literature, and Linguistics) Journal, 10(1), 71–84.Google Scholar logo with link to Google Scholar
Rahimi, A. R., & Sevilla-Pavón, A. (2024). The role of ChatGPT readiness in shaping language teachers’ language teaching innovation and meeting accountability: A bisymmetric approach. Computers and Education: Artificial Intelligence, 71, 100258. Google Scholar logo with link to Google Scholar
Ramesh, D., & Sanampudi, S. K. (2022). An automated essay scoring systems: A systematic literature review. Artificial Intelligence Review, 55(3), 2495–2527. Google Scholar logo with link to Google Scholar
Rashtchi, M., Porkar, R., & Ghazi Mir Saeed, S. F. (2019). Product-based, process-based, and genre-based instructions in expository writing: Focusing on EFL learners’ performance and strategy use. European Journal of Education Studies, 6(6), 115–135. Google Scholar logo with link to Google Scholar
Sain, Z. H., Serban, R., Abdullah, N. B., & Thelma, C. C. (2025). Benefits and drawbacks of leveraging ChatGPT to enhance writing skills in secondary education. At-Tadzkir: Islamic Education Journal, 4(1), 40–52. Google Scholar logo with link to Google Scholar
Sari, D. M. M. (2019). An overview of genre based approach in EFL writing class. Journal of English Education (JournE), 1(1), 31–40.Google Scholar logo with link to Google Scholar
Seo, J. Y. (2024). Exploring the educational potential of ChatGPT: AI-Assisted narrative writing for EFL college students. Language Teaching Research Quarterly, 431, 1–21. Google Scholar logo with link to Google Scholar
Shi, H., Chai, C. S., 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, 1–28. Google Scholar logo with link to Google Scholar
Tai, H. Y., Lin, M. F., & Chen, Y. S. (2025). Incorporating ChatGPT into genre-based instruction for argumentative writing among EFL college students. International Journal of Applied Linguistics, 1–15. Google Scholar logo with link to Google Scholar
Tantipidok, P. (2025). The implementation of extensive reading to foster EFL Thai undergraduates’ narrative writing performance and attitudes. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 463–485. Google Scholar logo with link to Google Scholar
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q. L., & Tang, Y. (2023). A brief overview of ChatGPT: The history, status quo and potential future development. IEEE/CAA Journal of Automatica Sinica, 10(5), 1122–1136. Google Scholar logo with link to Google Scholar
Xiao, F., Zhu, S., & Xin, W. (2025). Exploring the landscape of generative AI (ChatGPT)-powered writing instruction in English as a foreign language education: A scoping review. ECNU Review of Education, 1–19. Google Scholar logo with link to Google Scholar
Xu, T., & Jumaat, N. F. (2024). ChatGPT-empowered writing strategies in EFL students’ academic writing: Calibre, challenges and chances. International Journal of Interactive Mobile Technologies, 18(15), 95–114. Google Scholar logo with link to Google Scholar
Zhou, T., Cao, S., Zhou, S., Zhang, Y., & He, A. (2023). Chinese intermediate English learners outdid ChatGPT in deep cohesion: Evidence from English narrative writing. System, 1181, 103141. Google Scholar logo with link to Google Scholar
Zhou, X., & Wang, Q. (2025). Genre effects on alignment and writing quality in the continuation task by Chinese EFL learners. Applied Linguistics Review, 16(3), 1225–1249. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue