An investigation of EAP students' perception of utilising the generative AI chatbot in an EAP writing classroom: An empirical study within higher education in New Zealand

Abstract

In the field of English for Academic Purposes (EAP), the role of artificial intelligence-assisted language learning in developing writing skills has been extensively researched and has yielded positive outcomes. Also, AI-powered chatbots can significantly contribute to comprehending and enhancing the responsible and reflective utilisation of AI tools in the educational context. However, its impact on language classroom education, particularly in EAP writing instruction, has not received widespread attention. This study addresses this gap by investigating the descriptions and explanations of preferred EAP writing learning strategies among a group of international postgraduate students engaged in EAP studies at a university in New Zealand, with a particular focus on their utilisation of the generative AI-powered chatbot ChatGPT. This study will conduct a quasi-experiment to investigate the impact of the AI chatbot ChatGPT on the EAP learning of two groups of language class students in New Zealand. The findings are expected to suggest that GenAI can facilitate the development of EAP writing proficiency and provide instant and constructive feedback within an informal language learning context.