Abstract

This qualitative analysis takes a comprehensive approach to investigate the impact of ChatGPT, a state-of-the-art language model, on students’ writing proficiency as they embark on the journey of second language acquisition. The study’s primary focus is to delve into the subjective experiences and perceptions of students when utilizing ChatGPT as a tool for language learning, going beyond mere evaluation of outcomes. By employing a combination of interviews and questionnaires, researchers seek to gain a profound understanding of the nuanced ways in which ChatGPT influences language acquisition, exploring both its perceived benefits and potential challenges. The implications of the findings extend significantly to our comprehension of AI-based chatbots in language education, and they hold the potential to shape the development of more effective language learning tools, attuned to the unique needs and experiences of learners. In sum, this research underscores the paramount importance of considering students' perspectives and experiences to enrich writing skills in the realm of second language acquisition, offering a comprehensive view of the impact of emerging language technologies on education.

Keywords: Writing proficiency, Second language acquisition, Perception, SLA