Effects of ChatGPT-assisted writing instruction on L2 writing performance

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Nov. 7, 2026, 1:01 p.m.

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Nov. 10, 2026, 7:55 p.m.

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Nov. 10, 2026, 7:55 p.m.

access-status:

open.access

bitstream:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/27a28e5a-d69c-4bb6-8bd0-9d07710de9ae/download', '30_01_10125-73716.pdf']]

bitstream_txt:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/04dc6250-ce1d-425c-9d73-502bdadf32f9/download', 'full_text']]

collection:

Volume 30 Number 1, 2026

contributor.author:

Duong, Thi Thu Huyen Panyadilokpong, Nopparat Meniado, Joel C.

date.accessioned:

2026-11-06T21:40:13Z

date.copyright:

2026

date.issued:

2026-11-9

description.abstract:

This mixed methods study investigated the effects of ChatGPT-assisted instruction on writing performance among Vietnamese first-year English majors in a 15-week writing course. It involved an experimental group (EG) that received ChatGPT-assisted instruction and a control group (CG) that received teacher-guided instruction without structured ChatGPT support. Participants’ performance was assessed with teacher-designed pre- and post-tests and a researcher-developed analytic rubric, complemented by four post-task reflections and semi-structured interviews with EG participants to explore perceptions and challenges. Quantitative results indicated that gains in lexical resource were significantly greater in the EG than in the CG (p = .001, r = 0.41), while no significant between-group differences were found in task achievement, coherence and cohesion, or grammatical accuracy. Within-group analyses showed improvement across all four dimensions in the EG and across three dimensions, excluding lexical resource, in the CG. Qualitative data revealed that learners appreciated ChatGPT as a scaffold for planning, drafting, and revising. However, students faced challenges of over-reliance on generic AI-suggested concepts, reluctance to adopt suggested vocabulary, stylistic misalignment, and concerns about authorship and integrity. This study offers a context-specific account of human-AI collaboration in process-oriented L2 writing instruction in Vietnamese higher education.

endingpage:

20

format.extent:

20

identifier.citation:

Duong, T. T. H., Panyadilokpong, N., & Meniado, J. C. (2026). Effects of ChatGPT-assisted writing instruction on L2 writing performance. Language Learning & Technology, 30(1), 1–20. https://doi.org/10.64152/10125/73716

identifier.doi:

https://doi.org/10.64152/10125/73716

identifier.issn:

1094-3501

identifier.uri:

https://hdl.handle.net/10125/73716

language:

en

number:

1

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology

rights:

http://rightsstatements.org/vocab/InC/1.0/

rights.license:

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

rights.uri:

https://creativecommons.org/licenses/by-nc-nd/4.0/

site_url:

/item/10125-73716/

startingpage:

1

subject:

academic writing, ChatGPT-assisted writing instruction, EFL learners, Vietnamese higher education, writing performance

title:

Effects of ChatGPT-assisted writing instruction on L2 writing performance

type:

Article Text

volume:

30