ChatGPT-Based Intellegent Instructional Model for Enhancing EFL Learners' Writing Skills: Perceptions and Practices

Abstract

This study investigates the implementation and perceived effectiveness of a ChatGPT-based intelligent instructional model in enhancing English as a Foreign Language (EFL) learners' writing skills. As writing remains one of the most challenging language skills for EFL learners—often hindered by anxiety, grammatical challenges, and lack of idea development—this research explores the use of ChatGPT as a pedagogical tool that supports students through all stages of the writing process. The study adopts a qualitative design, involving experienced secondary-level English teachers who have integrated ChatGPT into their writing instruction. Data were collected through semi-structured interviews and classroom observations, using interview guidelines and observation sheets. Thematic data analysis followed the framework of data condensation, data display, and conclusion drawing. Findings reveal that ChatGPT is utilized across six instructional stages: pre-writing, drafting, revising, feedback and reflection, independent practice, and collaborative writing. Teachers reported that ChatGPT enhanced learners’ lexical variety, grammatical accuracy, coherence, and metacognitive skills, while also reducing writing anxiety and fostering learner autonomy. However, some concerns were raised about over-reliance on AI and the need to preserve students’ authentic voice. In conclusion, the ChatGPT-based model proves to be an effective and flexible instructional framework with promising pedagogical value. The study implies the need for teacher guidance in ensuring responsible use of AI tools and integrating them meaningfully into EFL instruction.