ChatGPT for ESL Writing: A Case Study on Year 6 ESL Pupils' Perceptions
Keywords:
ChatGPT, ESL Writing Skills, Technology Acceptance Model (TAM), Vygotsky’s Sociocultural Theory, AI-assisted learningAbstract
This qualitative case study explores the perceptions and experiences of Year 6 ESL pupils in a primary school in Kuala Langat, Selangor, Malaysia, regarding the use of ChatGPT to enhance their writing skills. Grounded in Vygotsky's Sociocultural Theory and the Technology Acceptance Model (TAM), the study examines the impact of ChatGPT on pupils' confidence, creativity, and linguistic competence while addressing usability challenges and risks of over-reliance. Data were collected through semi-structured interviews with 10 pupils, focusing on their attitudes toward writing and perceptions of ChatGPT. Findings indicate that ChatGPT significantly improves grammar, vocabulary, and engagement, enhancing linguistic competence and motivation. However, concerns about dependency and accessibility pose challenges to broader implementation. These insights contribute to discussions on AI integration in education, emphasizing the need for balanced approaches to maximize benefits while mitigating drawbacks. The study provides recommendations for educators, policymakers, and developers to optimize ChatGPT use in ESL classrooms, ensuring it supports learning without fostering over-reliance. This research expands knowledge on AI-assisted learning and its transformative potential in education.