Celiacika Gustisiwi Puteri, Bambang Yudi Cahyono, Utami Widiati, Nunung Suryati
AI-driven tools, such as ChatGPT, can be used to provide feedback on the content and language aspects of essay writing. This study investigates the effect of utilizing ChatGPT as a writing assistant on the quality of essays produced by undergraduate Indonesian EFL students. The study employed a quasi-experimental design, involving 35 participants divided into an experimental group (N = 18) and a control group (N = 17). Pre-test and post-test scores were compared statistically to measure essay quality. Additionally, a questionnaire was used to explore the perceptions of students in the experimental group on ChatGPT as a writing assistant. Findings indicated significant differences in essay quality between the two groups from the pre-test to the post-test. However, post-test scores showed no significant difference between the experimental and the control groups. The survey results showed that students in the experimental group expressed positive perceptions of using ChatGPT, as measured across four categories: usefulness, ease of use, ease of learning, and satisfaction. The study concludes that although ChatGPT did not produce a statistically significant increase in essay quality when compared to the conventional method alone, the findings of student perceptions suggest that it could be used as a secondary tool. This is evidenced by a survey showing that access to ChatGPT improved the writing experience with real-time and tailored feedback, which increased student engagement, confidence, and writing autonomy. Thus, EFL instructors can adopt the use of ChatGPT in their essay writing courses in conjunction with the conventional method. Copyright © 2025, authors.
Department of English Language Education, Faculty of Letters, Universitas Negeri Malang, Jl. Semarang No. 5, East Java, Malang, 65145, Indonesia
