Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam
This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mix...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-12-01
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| Series: | Computers and Education: Artificial Intelligence |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X24001164 |
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| Summary: | This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas, provide examples, and gather necessary information is highly valued. Student-related factors such as relevance, usefulness, and engagement significantly influenced the participants’ perceptions of the tool. Regarding the differences in perceptions, the Vietnamese participants showed a higher level of perception than their Thai counterparts. In terms of practices in using the tool for L2 writing, participants mainly used ChatGPT for brainstorming, organizing ideas, refining outlines, clarifying concepts, and editing their drafts for appropriateness and accuracy. Implications of these findings for curriculum design, L2 writing instruction, and teacher professional development are discussed. |
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| ISSN: | 2666-920X |