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Abstract
The integration of artificial intelligence tools like ChatGPT into language education is gaining increasing attention, particularly in the context of teaching English as a Second Language (ESL) writing skills. This study focuses on both students' perceptions of ChatGPT and its effectiveness in improving academic writing skills. The study was conducted using a semi-experimental design, with data collected from university sthiudents through a 5-level Likert questionnaire and pre- and post-intervention writing tests over a 10-week period. During the intervention, ChatGPT was used as a tool to support idea generation, language editing, and writing completion. The results showed that students generally had a positive attitude towards ChatGPT, especially appreciating its usefulness and ease of use. Furthermore, data analysis indicated a statistically significant improvement in students' writing performance after its application. Furthermore, the results also show a correlation between learners' positive perceptions and their progress in writing skills, thereby highlighting the role of attitudinal factors in a technology-supported learning environment. Overall, the study provides empirical evidence demonstrating the pedagogical value of ChatGPT in ESL writing classes. Simultaneously, the results offer some practical suggestions for instructors in effectively and appropriately integrating AI tools into teaching. Future research could expand to consider long-term impacts and survey a wider range of learner groups.
Key words: ChatGPT; ESL writing; academic writing; writing performance
