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The results also suggest a possible increase in writing time, while the long-term effects require further longitudinal validation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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ESL WRITING PROFICIENCY: An EXPERIMENTAL APPROACH  \nMihaela Franjić1, Biljana Božinovski1  \n1 Faculty of Tourism, University of Maribor  \nKeywords: ESL writing, ChatGPT, artificial intelligence, higher education, generative AI, English for tourism  \n[https://doi.org/10.56297/vaca6841/ZDDD4208/LUZG7476](https://doi.org/10.56297/vaca6841/ZDDD4208/LUZG7476)  \nTeaching English with Technology Vol. 25, Issue 2, 2025  \nDespite their use in the classroom remaining controversial, generative AI chatbots that utilize LLMs have revolutionized all aspects of learning, formal and informal, and are proving remarkably useful in a second-language setting even if not primarily designed for foreign language learning. Across the globe, students’ and faculty members’ written English has been lifted to a new level asthe widely accessible AI text-generation tools help non-native speakers produce natural-sounding idiomatic texts. The role of advanced LLM-powered chatbotsin English language teaching has sparked a wave of research in recent years and the present study joins these efforts. It reports on an experiment which examined the effectiveness of ChatGPT use for students’ writing tasks, featuring  \n47 students of different ESL proficiency levels. Findings show that ChatGPT represents a beneficial intervention in ESL writing, particularly for lowerproficiency users, most notably improving users’ grammar, vocabulary, organization, and coherence. Our results suggest that ChatGPT use may increase writing time, though this requires further confirmation. The study thus explores the pedagogical implications of ChatGPT and similar chatbots for ESL writing instruction, and both aligns with and challenges some of the research conducted so far, proposing a subsequent longitudinal study to explore the long-term L2 gains of using chatbots as writing scaffolds.  \n1. Introduction  \nHigher education has become more competitive than ever before, as students with access to any smart device are suddenly “native speakers”. Artificial intelligence (AI), machine learning (ML), and natural language processing (NLP) have revolutionized the learning experience, which, however, is still tied to many unknowns, such as the long-term impact on critical thinking, the ethical implications of data use, the extent of algorithmic bias, and how reduced human interaction might affect emotional and social learning outcomes. It is therefore essential to assess students’ AI use and apply the feedback to improve the design and implementation of AI systems in education (AbuSa’aleek & Alenizi, 2024; Adeshola & Adepoju, 2023) . The most prominent AI tool at the time of the present study was Open AI’s ChatGPT ([www.chatgpt.com](www.chatgpt.com)), making it the ideal choice for examining generative AI’s real-world educational impact. Released in late 2022, it reached 1 million users in five days and 100 million monthly users by  \nJanuary 2023, outpacing all prior consumer apps (Hu, 2023) . Its rapid rise in education led universities around the world to confront its role in student assignments, underscoring its position as the leading chatbot for this purpose (Curry, 2025) .  \nThe origin of the present study is a tourism college, where teaching effective communication in foreign languages is a necessity. Students learn English, German and Italian; however, it is English that is considered the lingua franca of the global tourism industry, not least due to industry standardization, tourism-related digital platforms, and international policies and regulations all being dominated by this language. Despite our primary orientation as educators and researchers of tourism, the present study relates to the computer-assisted language learning (CALL) community at large, with implications for any English as a second language (ESL) classroom.  \n1.1. AI tools and L2 language learning  \nSince the advance of the digital age, students have been known to use various tec","cbCairj55AKl0HCe","https://ap.wps.com/l/cbCairj55AKl0HCe","pdf",663793,29,"English","# Introduction\n## AI tools and L2 language learning","[{\"question\":\"How was ChatGPT used in the study on ESL writing?\",\"answer\":\"The study examined ChatGPT effectiveness for students’ writing tasks by having learners use it during their writing work as part of an experimental design.\"},{\"question\":\"Which ESL writing aspects improved most with ChatGPT?\",\"answer\":\"Results indicate improvements in grammar, vocabulary, organization, and coherence, with the strongest benefits for lower-proficiency users.\"},{\"question\":\"Does the study claim that ChatGPT increases writing time?\",\"answer\":\"The findings suggest ChatGPT use may increase writing time, but the authors note this requires further confirmation through additional research.\"}]","Exploring ChatGPT’s Impact on ESL Writing Proficiency - An Experimental Approach | PDF",1792042823,73]