AI-Driven Feedback for Pedagogical Innovation: Assessing ChatGPT’s Impact on Saudi EFL Learners’ Writing Proficiency

Abstract

The integration of artificial intelligence, especially ChatGPT, into EFL instruction represents significant pedagogical advancements. This study investigates the impact of ChatGPT feedback on the writing skills of Saudi EFL learners. A quasi-experimental design with experimental and control groups used pre- and post-writing assessments to evaluate improvements in vocabulary, grammar, content development, and organization. The sample comprised 60 students, divided into two equal groups: the experimental group received feedback from ChatGPT, while the control group relied on conventional teaching methods. Statistical analyses, including paired-samples and independent-samples t-tests, were conducted to assess the significance and magnitude of learning gains. Findings indicated that students who used ChatGPT demonstrated noteworthy improvements in their writing performance, particularly in vocabulary use, grammatical accuracy, content organization, and overall development of organization. These improvements were largely due to the immediate, clear feedback the AI tool provided. Furthermore, the study emphasizes the importance of teacher involvement in AI-supported writing instruction, suggesting its relevance to integrating digital learning tools in Saudi higher education, in line with national priorities for educational innovation and technology-enhanced learning.