Enhancing English as a foreign language (EFL) learners' writing with ChatGPT: a university-level course design
Open accessAbstract
This research explores the innovative integration of OpenAI’s GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5’s features in a manner that is contextually relevant and pedagogically sound, ensuring the technology’s use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students’ writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5’s role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.
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Emerging frameworks emphasize process-oriented assessment that documents iterative revision, reflective decision-making, and AI integration strategies rather than solely evaluating final products.
“Emerging frameworks emphasize process-oriented assessment that documents iterative revision, reflective decision-making, and AI integration strategies rather than solely evaluating final products (Engeness and Gamlem, 2025; Tseng and Lin, 2024; Wang, 2024).”
From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Tseng and Lin, 2024
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Zhussupova, R. F., Shelestova, T., Sazhyna, A., Kalizhanova, A. N., Сергеевна, С. О., & Абдуллина, Г. Р. (2026) · Integration of Education · doi:10.15507/1991-9468.26302.274-290 · Cited by 1 · see citing works
Lu, Y., Li, W., & Cai, Y. (2026) · Systems · doi:10.3390/systems14070846
The Use of ChatGPT Chatbot in Enhancing Writing Skills of ESL Students
Yaprak, Z. (2026) · Journal of Language Research · doi:10.51726/jlr.1879060
Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
Huang, G., & Chen, H. (2026) · Language learning & technology · doi:10.64152/10125/73706
ChatGPT in EFL academic writing instruction in Asian higher education: A scoping review
Heng, B., & Nawas, A. (2026) · Review of Education · doi:10.1002/rev3.70213 · Cited by 2 · see citing works
Mapping research on ChatGPT and LLMs in EFL writing: A scoping review with bibliometric analysis
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A Correlational Study on AI Tool Usage and Critical Thinking Skills of College Students
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Exploring the Role of ChatGPT in Students' Learning: Insights from Higher Education
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- Authors
- Tseng, Y.-C., & Lin, Y.-H.
- Affiliations
- Tamkang University (TW)
- Chinese Culture University (TW)
- Venue
- Electronic Journal of e-Learning
- Published
- 2024-04-12
- Volume
- 22
- Issue
- 2
- Pages
- 78-97
- ISSN
- 1479-4403 (ISSN-L)
- OpenAlex
- W4394742400
- Cited by
- 88
- References
- 40
- Citations by year
- 2026: 34 · 2025: 44 · 2024: 10
- FWCI
- 33.19
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- The Electronic Journal of e-Learning (publishedVersion, cc-by-nc-nd)
- Chinese Culture University Repository (submittedVersion)
- Tamkang University Institutional Repository (TKUIR) (submittedVersion)
- Funders
- Ministry of Education, India
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- ChatGPT, GPT-3.5, EFL writing, academic writing instruction, AI-assisted writing, ADDIE instructional design, TPACK, peer review, writing feedback, writing skills, voice in writing, critical thinking, artificial intelligence in education
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