Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners

Abstract

Although integrating generative artificial intelligence chatbots into L2 writing classrooms has grown in recent years, little is known about the nature of student-chatbot collaboration and its impact on students' final writing products. This study investigates how Chinese EFL learners interact with ChatGPT in an argumentative writing task and examines the influence of student-chatbot collaboration on the quality of writing, as well as students' perceptions of ChatGPT as a writing collaborator. Conducted at a tier-one university in China, this study involved nine students with over ten years of English learning experience and upper-intermediate English proficiency. Participants completed an argumentative writing task with ChatGPT, followed by semi-structured interviews. Data from interaction logs, think-aloud protocols, final writing texts, and interviews were qualitatively analysed. Findings revealed a “student-directed, chatbot-mediated” interaction mode, where students actively directed the writing process and used ChatGPT to enhance idea generation, develop arguments, provide evidence, and support language use. ChatGPT also contributed to lexical and syntactic variety, offering feedback on grammar and genre conventions. Students perceived ChatGPT as a helpful tool for inspiring ideas and improving language expression. Compared to peer collaboration, ChatGPT was seen as advantageous due to its advanced language proficiency, extensive knowledge base, and flexibility. However, some students reported challenges, such as difficulties in processing the vast amount of information provided by ChatGPT and frustrations when the chatbot did not fully understand their needs or provided unexpected responses. This study concludes with a discussion on the potential pedagogical implications of integrating chatbots like ChatGPT into L2 writing instruction.