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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.

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/content/journals/10.1075/jsls.00062.sae
2026-05-04
2026-06-07

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/content/journals/10.1075/jsls.00062.sae
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The impact of ChatGPT on improving Iranian EFL learners’ narrative writing
John Benjamins ; https://doi.org/10.1075/jsls.00062.sae
/content/journals/10.1075/jsls.00062.sae
/content/journals/10.1075/jsls.00062.sae
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  • Article Type: Research Article
Keywords: ChatGPT ; narrative writing ; writing feedback ; writing skill ; AI-Assisted Writing

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