The Efficacy of ChatGPT-Assisted Learning in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students
DOI:
https://doi.org/10.24256/ideas.v14i1.10908Keywords:
ChatGPT, EFL, descriptive text, writing skills, AI-assisted learning, Indonesian studentsAbstract
This study investigates the efficacy of ChatGPT-assisted learning in teaching writing descriptive text to tenth-grade students at SMA Kristen Mercusuar Kupang, East Nusa Tenggara, Indonesia. With the rapid advancement of artificial intelligence (AI) technologies in educational settings, ChatGPT has emerged as a promising tool for supporting English as a Foreign Language (EFL) writing instruction. This study employed a quasi-experimental research design with a pre-test and post-test control group to measure the impact of ChatGPT integration on students' descriptive writing proficiency. A total of 60 tenth-grade students were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received writing instruction supplemented by ChatGPT interactions, while the control group followed the conventional teaching method. Data were collected through written descriptive text tasks and analyzed using an independent samples t-test. The results revealed that the experimental group demonstrated significantly higher post-test scores compared to the control group, with a mean difference of 12.4 points (p < 0.05). The ChatGPT-assisted group showed marked improvement in vocabulary use, grammatical accuracy, coherence, and descriptive language depth. Furthermore, student attitude questionnaires indicated a positive reception toward AI-assisted writing practice, with 83% of participants reporting increased confidence in English writing. These findings suggest that ChatGPT-assisted learning is an effective instructional strategy for enhancing descriptive writing skills among Indonesian EFL learners at the secondary school level. The study concludes with pedagogical implications for integrating AI tools into EFL writing classrooms and recommendations for future research.
References
Bani, M., & Masruddin, M. (2021). Development of Android-based harmonic oscillation pocket book for senior high school students. JOTSE: Journal of Technology and Science Education, 11(1), 93-103.
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates Ltd.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman.
Cahyono, B. Y., & Widiati, U. (2011). The teaching of EFL writing in the Indonesian context: The state of the art. TEFLIN Journal, 22(1), 1–17.
Chen, X., Zou, D., Xie, H., & Cheng, G. (2022). Twenty years of personalized language learning: Topic modeling and knowledge mapping. Educational Technology & Society, 25(1), 205–222.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387.
Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24.
Harmer, J. (2004). How to teach writing. Pearson Longman.
Husnaini, H. (2022). Development of Self Esteem-Oriented Micro Teaching Materials for IAIN Palopo English Education Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538-560.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.
Kaplan, R. B. (1966). Cultural thought patterns in intercultural education. Language Learning, 16(1–2), 1–20.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for EFL/ESL writing: A critical examination of its potential and pitfalls. RELC Journal, 54(2), 584–590.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lan, Y. J. (2020). Immersive virtual reality for language learning: An updated review of research and design considerations. CALICO Journal, 37(3), 1–27.
Lee, S. M. (2022). The impact of using an AI writing tool on students' engagement and writing quality in an EFL class. International Journal of Computer-Assisted Language Learning and Teaching, 12(4), 1–18.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.
Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724–748.
Rahimi, M., & Fathi, J. (2022). Exploring the impact of wiki-mediated collaborative writing on EFL students' writing performance, writing self-regulation, and writing self-efficacy: A mixed methods study. Computer Assisted Language Learning, 35(9), 2252–2285.
Rinnert, C., & Kobayashi, H. (2016). Multicompetence and multilingual writing. In R. M. Manchon & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 365–386). De Gruyter Mouton.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71.
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Soleman Dapa Taka
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
