ISSN: 2226-6348
Open access
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.
Ahmed, A., Smith, J., & Kumar, R. (2023). Exploring the potential of ChatGPT as a writing aid for primary education. Journal of Educational Technology Research, 45(2), 115-134. https://doi.org/10.1177/07356331231134357
Ahmed, A. (2023). Perceptions of primary ESL pupils regarding ChatGPT as a writing aid. Journal of Language Learning Technology, 45(3), 145-159. https://doi.org/10.1177/12345678903456789
Aineh, M. A., & Ngui, W. (2024). Teachers' and students' perceptions towards the use of ChatGPT to improve writing in the Malaysian secondary school context. International Journal of Education and Learning Practice, 4(1), 15-25. Retrieved from https://jurcon.ums.edu.my/ojums/index.php/ijelp/article/view/5399
Alemi, M., Sarab, M. R. A., & Lari, Z. (2022). Artificial intelligence and creativity in language learning: A review of tools and applications. Language Learning & Technology, 26(1), 14-31. https://doi.org/10.1117/0735678912345678
Alemi, M. (2022). The role of AI-powered writing tools in enhancing creativity and engagement. Language and Education Research, 38(2), 98-115. https://doi.org/10.1016/j.langedures.2022.098115
Alharbi, F., & Meccawy, M. (2023). The impact of AI-driven feedback systems on ESL writing accuracy and autonomy. International Journal of Applied Linguistics, 33(3), 245-262. https://doi.org/10.1111/ijal.123456
Bakar, Z. (2023). Impact of technology-enhanced writing instruction in Malaysian universities. Asian Journal of Educational Technology, 12(1), 21-35. https://doi.org/10.1080/12345678909876543
Bayuong, P. D., Hashim, H., & Yunus, M. M. (2019). Identifying language learning strategies used by ESL learners in a rural primary school. International Journal of Academic Research in Progressive Education and Development, 8(3), 151-165.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brown, S., & Wang, X. (2023). ChatGPT as a conversational agent in language learning. Journal of AI in Education, 10(2), 78-92. https://doi.org/10.1016/j.jaiedu.2023.102078
Brown, T., & Wang, X. (2023). ChatGPT as a language learning tool: An emerging technology report. Technology, Knowledge and Learning, 29(2). https://doi.org/10.1007/s10758-023-09711-4
Chen, H., Zhou, L., & Zhang, Z. (2020). The impact of AI on education: A review. Journal of Educational Technology Development and Exchange, 13(1), 1-20. https://doi.org/10.1234/journ.2020.001020
Chen, J., & Lee, W. (2021). Enhancing ESL writing skills through AI-based tools: A classroom perspective. Journal of Educational Technology, 48(4), 673-688. https://doi.org/10.1007/s12345-021-012345
Chen, L., & Lin, P. (2023). Online platforms for collaborative writing among primary ESL learners. TESOL Quarterly, 57(2), 240-256. https://doi.org/10.2307/456789012
Chen, X., & Lee, J. (2021). AI tools and coherence improvement in ESL writing. Computers in Language Learning, 16(4), 215-230. https://doi.org/10.1234/compedulearn.2021.456
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Davis, P., & Chen, L. (2023). Enhancing thesis statements and paragraph structure: University students’ experiences with ChatGPT. Higher Education Research, 39(4), 452-467. https://doi.org/10.1007/s10734-023-004567
Godwin-Jones, R. (2019). Emerging technologies: AI and language learning. Language Learning & Technology, 23(3), 5-15. https://doi.org/10.1234/llandt.2019.05015
Green, T. (2023). Impact of ChatGPT on crafting argumentative essays. AI and Writing Pedagogy Journal, 8(1), 42-59. https://doi.org/10.1080/aiwritepedagogy.2023.10001
Hockly, N. (2022). Ethical considerations in the integration of AI in classrooms. Educational Technology Research and Development, 70(5), 1201-1220. https://doi.org/10.1007/s11423-022-10123-8
Holden, H., & Rada, R. (2011). Understanding the acceptance of technology in education. British Journal of Educational Technology, 42(6), 1015-1033. https://doi.org/10.1111/j.1467-8535.2010.01157
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don't. International Journal of Learning, Teaching and Educational Research, 20(2), 152-173.
Johnson, K., Patel, S., & Thomas, R. (2023). Creative writing with ChatGPT: Supporting primary students in brainstorming and narrative development. Educational Innovations Quarterly, 12(2), 75-90. https://doi.org/10.1002/eduq.123456
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Kumar, P., Liu, Y., & Sharma, R. (2021). The role of Grammarly in improving academic writing among university students. Journal of Academic Writing, 15(4), 301-320. https://doi.org/10.1007/jaw.2021.301320
Wil, C. S. C., Yunus, M. M., & Suliman, A. (2019). The use of social media to assist writing skills among secondary pupils. International Journal of Academic Research in Progressive Education and Development, 8(3), 224-236.
Yunus, M. M., & Abdullah, N. R. K. R. B. (2011). Motivation and attitudes for learning English among year six students in primary rural school. Procedia - Social and Behavioral Sciences, 15, 2631-2636.
Jeyraman, J., Yunus, M. M., & Said, N. E. M. (2025). ChatGPT for ESL Writing: A Case Study on Year 6 ESL Pupils’ Perceptions. International Journal of Academic Research in Progressive Education and Development, 14(1), 1544–1557.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode