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Title Pedagogical Implications of AI in ELL Context: A Quasi-Experimental Research of ChatGPT on English Writing Skills at NUML Multan Campus

Author(s) Farah Jamil

Abstract The present research aims to investigate the pedagogical implications of Artificial Intelligence (AI) in the English Language Learning (ELL) context, specifically focusing on ChatGPT's impact on learning and teaching English writing skills among BS English students at NUML, Multan Campus and the perceptions of English language learners regarding the integration of ChatGPT in English Language Learning (ELL) classrooms. The study is significant as existing literature lacks thorough empirical investigation of ChatGPT's impact on English writing skills among BS English students, as well as broader pedagogical implications of AI integration in English Language Leaning (ELL) classrooms. The present study employs a quasi-experimental design to assess the impact of ChatGPT on English writing skills, using a mixed-method approach. Thirty students of BS English 2nd have been selected through purposive sampling method and assigned to experimental (N=15) and control (N=15) groups. The pre and post tests have been conducted from both groups to assess their English writing skills before and after the intervention period of six weeks. Additionally, a questionnaire based on the Technology Acceptance Model (TAM) constructs (Perceived Ease of Use, Perceived Usefulness, Attitude towards Use and Behavioral Intention) has been administered from the experimental group to gauge learners' attitudes, perceptions and engagement towards ChatGPT. The pre and posttest results have been analyzed using descriptive (mean, median, mode, standard deviation) and inferential statistics (independent sample t- test), and qualitative data is thematically analyzed by applying the integrated theoretical framework of three theories comprising of Technology Acceptance Model (TAM), Constructivism and Technology Enhanced Language Learning (TELL) to provide deeper insights into the pedagogical implications of ChatGPT in English Language Learning (ELL) classrooms. The findings substantiate the hypothesis that the use of ChatGPT significantly improves English writing proficiency compared to traditional teaching methods and provide insights into the effectiveness and challenges of incorporating ChatGPT in language learning context, offering valuable recommendations for educators and policymakers by providing evidence-based insights.

Type Thesis/Dissertation

Faculty Faculty of Arts and Humanities

Department English (Multan Campus)

Language English

Publication Date 2025-08-21

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