ChatGPT’s impact on ESP writing proficiency and learner autonomy: An experimental study

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Published

2025-11-02
Issue: Volume 7 Issue 3 (2025)
Section: Original Research Articles (Regular Articles)

Copyright (c) 2025 Amr M. Mohamed, Abdul Aziz Mohamed Mohamed Ali El Deen, Reema O. Abukhait, Fatma Dahleb, Yasmine B. Khan, Hassen A. Jmaiel

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Received: 20 June, 2025
Accepted: 14 October, 2025

Authors

  • Amr M. Mohamed Email ORCiD North Private College of Nursing, Saudi Arabia
  • Abdul Aziz Mohamed Mohamed Ali El Deen Email Imam Mohammad Ibn Saud Islamic University, Saudi Arabia
  • Reema O. Abukhait Email Northern Border University, Saudi Arabia
  • Fatma Dahleb Email Northern Border University, Saudi Arabia
  • Yasmine B. Khan Email Northern Border University, Saudi Arabia
  • Hassen A. Jmaiel Email Northern Border University, Saudi Arabia
DOI: https://doi.org/10.29140/tltl.v7n3.102964

Abstract

This study investigates ChatGPT's efficacy in fostering autonomous ESP writing development across different proficiency levels, while identifying its strengths and limitations in enhancing specific writing competencies. A quasi-experimental pretest-posttest design was employed with 176 Saudi university students (A1-B1 proficiency) over 8 weeks. Standardized email-writing assessments measured progress in Content, Format/Structure, Grammar/Punctuation, and Clarity/Cohesion, with ANOVA and effect size analyses determining significant changes. Results showed significant improvements (p<.001) in rule-based skills: Content (A1: d=2.68; A2: d=1.56; B1: d=2.06) and Format/Structure (A1: d=2.59; A2: d=1.10; B1: d=1.18). Grammar improved for A1 (d=0.74) and A2 (d=0.58) but not B1 (p=.210). Clarity/Cohesion showed no significant gains (p>.05). The model explained 57-74% of variance (R²), with strongest effects for A1 learners. This study provides the first empirical evidence of ChatGPT's proficiency-dependent effectiveness in ESP writing, establishing (1) clear thresholds for AI's optimal utility across skill levels, (2) critical limitations in developing higher-order writing skills, and (3) a foundation for blended AI-human writing pedagogy in ESP contexts.

Keywords: AI in education, Autonomous Language Learning, ChatGPT, Educational technology, ESP

Suggested Citation:

Mohamed, A. M., Ali El Deen, A. A. M. M., Abukhait, R. O., Dahleb, F., Khan, Y. B., & Jmaiel, H. A. (2025). ChatGPT’s impact on ESP writing proficiency and learner autonomy: An experimental study. Technology in Language Teaching & Learning, 7(3), 102964. https://doi.org/10.29140/tltl.v7n3.102964