Students' Regard on the Use of ChatGPT in their Writing Competence

Abstract. This research aims to acquire data and information regarding the reading and writing competencies of college students in the German language, using Google Classroom as a teaching medium. The design employed in this study is a mixed methods approach. The research was conducted within the German Language Education Program, Department of Foreign Languages, Faculty of Language and Literature, Universitas Negeri Makassar, involving 30 fourth-semester students as the research sample. Qualitative data were obtained through participatory observation by the researcher, who observed the activities of German language learning using Google Classroom. Meanwhile, quantitative data were obtained from the average reading and writing competence test scores in the German language and t-test results. The results of participatory observation indicate that Google Classroom serves as a platform and learning space and indirectly as a tool for students to download and access course materials and complete quizzes, thereby enhancing language competency. Indirectly, this platform has become a supportive companion for students learning the German language. The quantitative data analysis revealed that students' average reading competency score is 88.8, while the writing competency score is 85.2. The t-test results also indicate that the calculated t-value for reading competency (10.975) and writing competency (8.292) is greater than the tabulated t-table (1.714). This disparity suggests that Google Classroom effectively assesses the exploration of reading and writing competencies in the German language among students. Keywords: Teaching German, Reading Competence, Writing Competence, Google Classroom

Purpose: This study aimed to improve the writing competency of third-grade elementary school students with classroom instruction by integrating multiple subjects through paragraph writing using Fogarty’s Threaded Model. The Curriculum-Based Measurement (CBM) was employed to repeatedly assess students’ writing performance, providing data for improving teaching and learning practices. The purpose of this research was to examine whether students’ writing competency improved quantitatively and qualitatively through the teacher’s reflective practice. Methods: This study applied an action research method, in which a teacher facing a problem in the field takes the initiative to explore and reflect on their own practices to solve the issue. The first cycle of implementation involved eighteen third-grade students in the researcher’s class during the 2023 academic year. The second and third cycles involved nineteen third-grade students in the 2024 academic year. As part of the subject lessons, students practiced “one-paragraph writing per day” in a paragraph writing notebook for content summarization. To assess students’ current writing levels and track progress through teacher interventions, a “Paragraph Writing Competency Assessment Tool” was developed and used for repeated measurement. Results: In the first implementation, fourteen out of eighteen students (77.7%) showed improvement in writing fluency (quantitative change), and their ability to include paragraph elements in their writing improved from the baseline to the maintenance phase (qualitative change). In the second and third implementations, seventeen out of nineteen students (89%) showed improved writing fluency, with continued progress in incorporating paragraph elements, increased use of transitional expressions, and the use of various content development strategies. Conclusion: This study provides empirical evidence for enhancing the writing competency of third-grade students both quantitatively and qualitatively. It explores applicable classroom strategies in public education that offer high-quality writing experiences and promote students’ writing development.

<p>This descriptive-correlation study aimed to determine the influence of exposure to the English linguistic environment and affective filters on the writing competence of 176 students enrolled in English Proficiency Program (EPP) classes of a college in Davao in the school year 2011-2012. The random sampling technique, three researcher-made questionnaires and 7 statistical tools specifically frequency count, percentage, mean, analysis of variance (ANOVA), t-test, Pearson Product Moment of Correlation or Pearson r and linear regression analysis were used. The study concluded that: the English Proficiency Program (EPP) students have a moderate level of exposure to the English linguistic environment, a low level of affective filters and a very low level of writing competence; there is no significant difference in the level of affective filters and the level of writing competence of students when grouped according to type of high school attended and course; and there is no significant relationship between exposure to the English linguistic environment and writing competence but there is a significant relationship between affective filters and writing competence.</p><p> </p><p><strong>Keywords:</strong> Linguistics, linguistic environment, affective filters, writing competence, descriptive-correlation, Davao City, Philippines.</p>

Problem-based learning approach’s popularity has grown tremendously in Academic Writing courses throughout the world. The rationale for this rise is that students are driven to pinpoint problematic situations, brainstorm, and find a lasting solution collaboratively, thereby sharpening 21st-century skills, such as writing literacy, problem solving, and critical thinking. Although a growing number of studies are prevalent on this promising approach globally, a gap in the literature has been noticed about its influence on increasing university students’ writing competence in Iraq. To this aim, this mixed method research design study was conducted on 50 freshman students at a private university in the even semester of the 2023–2024 academic year via cluster sampling method spanning 12 weeks. Control group students carried out their writing education as in the curriculum; however, experimental group students’ writing lessons were enriched with the principles of problem-based learning. Having analyzed the data by SPSS 29 and MAXQDA, fetched by writing exams and surveys, findings revealed that experimental group students outperformed control group students regarding enhanced writing performance, boosted motivation, and improved critical thinking with statistically proven data by adopting the distinguishing qualities of problem-based learning at the tertiary level in Iraq context. In other words, the post-test writing exam culminated in a 0.003 statistically significant p-value based on the t-test. Complementary surveys also unearthed a positive correlation between employing problem-based writing instruction and increasing motivation as well as critical thinking skills. The findings of this study may have certain implications for stakeholders who have sought ways to integrate problem-based learning into tasks in Academic Writing courses through a well-established plan and meticulously monitored writing process on a global scale.

The current study intended to explore the effect of dialogue journal writing (DJW) on students’ writing and identifying their perception towards the implementation of DJW in emergency remote teaching (ERT) setting. The method of the current study is a mix method. The design of the quantitative study is experiment with pretest-posttest design, and for qualitative study is using case study. The data were collected through writing competency test and interview guide. This study used descriptive and inferential analysis for the quantitative data and follow O’Connor & Gibson (2003) guidance in analysing qualitative data. The result quantitative analysis showed that the mean score of students' writing competency in posttest (7.4) is higher than pretest (6.6). A significant mean difference is indicated from the result of t test (Sig. =.000). The qualitative analysis identified three themes from the interview (1) encouragement & confidence, (2) motivation, and (3) improvement on writing. Thus, DJW is encouraged to be implemented in ERT setting.

Self-assessment provides many benefits in learning English, especially in terms of writing ability. This study aims to analyze teachers' perceptions and challenges that teachers find of the application of selfassessment in students' writing competencies at everal junior high school in Nusa Penida. This study used mixed method explanatory design as the research approach. The subjects of this study were EFL secondary teachers in three junior high school. Quantitative data in this study used a questionnaire to obtain accurate data related to teacher perceptions. Qualitative data used semistructured interviews. The interview statement was adjusted to the theory in the questionnaire. The data collection from questionnaire is analyzed by using Excel to find out the median of the questionnaire. In the interview, the data analyzed using thematic analysis. The result of this study shows that teachers have perceptions that tend to be positive towards the implementation of self-assessment in writing competency as a means for students to self-reflect, help students get feedback, develop writing ideas to be better confidently and independently. Teachers also experience obstacles in implementing self-assessment that the purpose of selfassessment is still not well understood by students.

This study explores the potential of Task-Based Language Teaching (TBLT) to enhance higher-class students’ writing competence and examines teachers’ experiences in applying TBLT globally and within the Uzbek educational context. Although TBLT has been widely recognized for promoting communicative competence and learner autonomy, its implementation in secondary EFL writing classes remains inconsistent. The research employs a qualitative and quantitative mixed-method approach involving two groups of 10th and 11th-grade students and four English teachers in Uzbekistan. Data were collected through pre- and post-writing assessments, classroom observations, teacher interviews, and student reflections. Findings reveal that teachers familiar with task-based instruction observe improvements in students’ lexical variety, syntactic accuracy, and content organization. However, challenges such as limited training, exam-oriented systems, and large class sizes constrain full adoption. The study concludes that integrating TBLT principles into writing instruction develops both linguistic and cognitive competence, fostering learner engagement and critical thinking. Recommendations include sustained teacher development, curriculum alignment, and gradual integration of communicative, authentic writing tasks into secondary EFL classrooms.

The present study investigates Egyptian EFL university instructors’ conceptions regarding speaking and writing competence, emphasizing how their personal learning experiences, institutional policies, students' misconceptions and classroom challenges influence their teaching practices. Using a qualitative case study design, ten instructors from private universities participated in in-depth semi-structured interviews, with three participants (two experts and one novice) were chosen as exemplars for detailed analysis. Data were analyzed using ethnographic semantics involving open coding, axial coding, and thematic analysis to identify key themes, including learning histories, institutional constraints, technology use, tensions between speaking and writing, and distinctions between expert and novice instructors. Findings revealed that instructors’ personal language learning experiences strongly affect their pedagogical practices, with expert teachers demonstrating theorized, reflective practices and novices relying more on exposure-based strategies. Institutional assessment tended to privilege writing over speaking, hindering communicative teaching approaches. Institutional assessment practices tended to privilege writing over speaking, constraining communicative teaching approaches. Technology emerged as both a facilitator and a challenge, with purposeful integration proving most effective. Future research should incorporate classroom observations, public university instructors and student perspectives to capture a holistic view of teaching-learning dynamics.

This study has been conducted to find out the lecturers’ perceptions of the students’ writing competency in a public university. The objective of the study is to explore the definition of a good piece of writing according to the lecturers and to know the strength and weakness of the students. In this public university, in all Faculties, major assignments are completed through writing, therefore students have to express themselves clearly and efficiently through their writing. This is a qualitative study using Focus Group Discussion with a total number of eight lecturers representing four main Faculties at the main campus. The Faculties are Laws, Economics and Management Sciences, Engineering and Human Sciences. Based on the Focus Group Discussion, the lecturers considered ideas and content, organisation, grammar and spelling as the three top important elements in writing. The lecturers considered the students as confident writers or ‘shameless’ writers which they believed is a significant element of being a good writer. The students have difficulties generating ideas. Thus, they will not be able to expand their writing further for their written assignments or projects. The lecturers added that lack of ideas is related to reading as well. Students who read more will be a better writer.

This article discusses the importance of student-centred learning (SCL) strategies for enhancing students’ ability to learn English and their speaking and writing competence at the elementary level in Timor-Leste. The research employed a qualitative design to investigate how teachers focus on SCL strategies to enhance students' language skills and how these strategies are implemented in classroom practice, based on semi-structured interviews with one English teacher and three students at EBC Seloi-Craic in Aileu. Thematic analysis was used to analyse the data, which included the participants' perceptions and experiences. The results indicate that the teacher focused on SCL and included systematic tasks like quizzes, dictations, sentence constructions, and classroom presentations, which gave the students opportunities to express their thoughts. Collaborative learning, differentiated assessment, and motivation support could promote students' confidence, fluency, engagement, critical thinking, creativity, and collaboration. Students attested that SCL provided a supportive classroom atmosphere in which they felt free to communicate and learn from fellow pupils. The research finds that SCL is a useful pedagogy that can be successfully used to enhance English language proficiency in multilingual settings like Timor-Leste, and it has implications for teaching practice, curriculum, and teacher development

استهدفت الدراسة الحالية الکشف عن أثر برنامج قائم على قواعد البيانات اللغوية في تنمية الکفاية النحوية لدى طلاب شعبة اللغة الإنجليزية بکلية التربية، جامعة الأزهر، ولقد اعتمدت الدراسة على المنهج شبه التجريبي (تصميم المجموعة الضابطة ذو الاختبارين القبلي والبعدي)، بلغ عدد طلاب عينة الدراسة 59 طالبا تم اختيارهم بطريقة عشوائية، ولقد قام الباحث بتقسيم طلاب عينة الدراسة عشوائيا إلى مجموعتين، إحداهما تجريبية قوامها 30 طالبا، وأخرى ضابطة قوامها 29 طالبا، کما تم الاعتماد على اختبار للکتابة ومقياس متدرج للتصحيح بعد التحقق من صدق الاختبار وثباته، قام الباحث بتصميم برنامج تدريبي قائم على قواعد البيانات اللغوية کمادة معالجة تجريبية لتحقيق هدف الدراسة، کشفت نتائج الدراسة أن البرنامج التدريبي القائم على قواعد البيانات اللغوية أدى إلى تحسن کبير في الکفاية اللغوية للطالب المعلم في الکفاية النحوية والتي انعکست في أدائهم الکتابي، وأوصت الدراسة بحتمية تدريب الطالب المعلم على کيفية استخدام وتوظيف قواعد البيانات اللغوية في الاستجابة لحاجات واهتمامات متعلم العصر الرقمي، ذلک الجيل الأکثر دراية ومهارة في التعامل مع معطيات العصر، وقد ختمت الدراسة بعدد من التوصيات التي ترتبط باستخدام برامج التدريب القائم علي قواعد البيانات اللغوية، والکفاية النحوية ، ومهارات الکتابة في برامج إعداد المعلم والتنمية المهنية المستدامة. The current research sought to explore the effect of a corpus-based training program on developing grammatical competence as measured in the writing test among EFL majors at the Faculty of Education, Al-AzharUniversity. To meet this end, a quasi-experimental method (the pretest-posttest control-group design) was adopted. The research participants totaling 59 students were randomly assigned into two groups, namely an experimental group (30 students) and a control one (29 students). A writing test was developed with a scoring rubric after testing its validity and reliability and a corpus-based program was developed as a treatment material for fulfilling the research purpose. Results of the study revealed that the corpus-based training program led to significant improvement in EFL student teachers' grammatical competence manifested in their writing. The study highly recommended that teacher education programs need to train student teachers on how to use corpus-based or data-driven language teaching in reaction to the needs and interests of the digital and Gen z students who are more knowledgeable than their teachers themselves. The study concluded with a number of recommendations concerning the use of corpus-based program, EFL grammatical competence and writing skills in initial-teacher education programs and teachers’ continuous professional development programs.

This research explores the construction and practical application of a business academic writing competency model empowered by artificial intelligence. The study investigates how AI technologies can enhance writing instruction, feedback processes, and assessment in business education contexts. Through an analysis of current approaches, technological capabilities, and pedagogical frameworks, we develop a comprehensive model that integrates AI tools at various stages of the writing development process. The case study demonstrates significant improvements in students' writing competencies, particularly in structural and mechanical aspects, while also fostering increased engagement and metacognitive awareness. While the model shows promise in providing consistent, immediate feedback and enabling greater scalability of instruction, challenges remain in developing higher-order critical thinking skills and ensuring appropriate student engagement with AI feedback. The research provides practical guidance for educators and institutions seeking to implement AI-powered writing instruction while highlighting areas for future development and research.

To study the effect of learning with Web Collaborative Tool (WCT) in Web-based Instruction (WBI) upon Metacognition and English writing competency of Thai and Chinese students. The 3 Web Collabroative Tools: Email, WebBoard and Chat were approached. The subjects were 52 Thai university students and 40 Chinese university students. There were 2 phases of this experiment; that first phase lasted from 22 July 2002 until 16 August 2002 at the Faculty of Business Administration. Rajamangala Institute of Technology (RIT), Thailand. The second phase lasted from 5 September until 4 October 2002 at the College of International and Culture, Guangxi Normal University, People's Republic of China. the experimental design used in this study was pretest-postest design. The statistics used in this research were one-way ANOVA, T-test, Scheffe's multiple comparison and Pearson Product moment. The results were: 1. There were significance difference upon metacognition of the students who studied from Web-based Instruction with difference 3 Web Collaborative Tools at the level of 01. 2. The metacognition of Thai university students were significance difference from the metacognition of Chinese university students who studied lfrom Web-based Instruction with difference 3 Web Collaborative Tools at the level of 01. 3. The posttest score of English Writing Competency which students studied from Web-based Instruction with difference 3 Web Collaborative Tools were significance difference the pretest score of Englih Writing Competency at the level of 01. 4. The students who studied from Web-based Instruction with E-mail and WebBoard had higher English Writing Competency score than the students who studied from Web-based Instruction with Chat at the level 0f 05. There are no significance of the English Writing Competency between Thai and Chinese who studied from Web-based Instruction with difference 3 Web Collaborative Tools. 6. The effect of difference 3 Web Collaborative Tools were not showed the correlations upon Metacognition and English Writing competency.

The Foreign Language (FL) section of Spanish University Entrance Examination (EFL-PAU) has had few revisions over the last twenty years. The Spanish government has substituted the old EFL-PAU University Entrance Examination by a high stakes Baccalaureate Final Evaluation. However, further changes are expected in the coming years. Among the most important ones for the Foreign Language Section is a deep and necessary revision with the inclusion of new types of tasks. To try and inform the decisions made for the new Baccalaureate Final Evaluation, this article reports on the quantitative and qualitative analyses conducted thanks to a pilot oral test carried out with 772 recorded candidate performances. Three main goals were established for this research: 1) to find out the most important variables which characterize foreign language learning in secondary school in Spain; 2) to find out if there is any correlation between the oral competence of students at the end of their non-compulsory secondary education (as obtained from the pilot study) and the marks students obtain in the University Entrance Examination (which does not include the oral skill); and 3) to find out any aspects related to EFL teaching and learning which may potentially enhance oral performance. The results of this paper provide rich information on the students’ foreign language learning context, the strong correlation between the written and oral competences and the need to pay attention to three variables which foster the development of oral foreign language in secondary school classrooms.

Writing is considered as one of the essential language competences which should be mastered by the students because it is highly valued in the academic context. As a result, the teachers have to conduct assessment in helping students to improve their writing competence. One of the assessment types which can be implemented by the teachers is formative assessment. Formative assessment is a process which is continuously conducted by the teachers to collect learning evidences of the students as an input to improve their’ learning and improve the quality of learning instructions. However, due to the emergence of Covid-19 Pandemic, the process of formative assessment for assessing students’ writing competence should be conducted in online learning. The phenomena of the formative assessment for assessing students’ writing competence in online learning existed in the junior high school English teachers at SMPN 3 Denpasar. This study aimed at analyzing the planning and implementation of formative assessment for assessing students’ writing competence in online learning. The design of this study was qualitative study particularly case study. The data were obtained by conducting document analysis, survey, and interview. The result of the study showed that the teachers planned and implemented 5 kinds of formative assessment namely self-assessment, peer-assessment, teacher-feedback, sharing an understanding of assessment goals, and varied formative assessment.