Analyzing Linguistic Gains and Interaction Patterns in ChatGPT-Assisted L2 Writing Revision: A Case Study of Adult EFL Learners
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This study investigates how adult EFL learners interact with ChatGPT during writing revision and examines how these interactions affect the linguistic features of their revised texts. Using a case study approach, the research collected self-introductory essays written before and after revision from four adult EFL learners, along with reflection logs detailing their purposes for using ChatGPT and the prompts they used. Linguistic features were analyzed using text analysis tools within the Complexity, Accuracy, and Fluency framework. The Wilcoxon signed-rank test assessed differences, and matched-pairs rank biserial correlation measured effect sizes. Thematic analysis was applied to explore participants’ purposes and prompt usage patterns. Five major findings emerged: (1) learners mainly used ChatGPT for lexical and syntactic corrections, rarely for content, style, or structural development; (2) prompts were generally simple, lacking contextual depth; (3) the use of vague autocomplete prompts suggested a personified view of ChatGPT; (4) multi-turn interactions were limited, even when the responses were unsatisfactory; and (5) while ChatGPT supported micro-level improvements in grammar, lexical variety, and readability, its impact on content elaboration and the overall length of the text was minimal. These findings highlight both the instructional potential and the constraints of using ChatGPT as a revision aid in second language writing.
Abstract
This study investigates how adult EFL learners interact with ChatGPT during writing revision and examines how these interactions affect the linguistic features of their revised texts. Using a case study approach, the research collected self-introductory essays written before and after revision from four adult EFL learners, along with reflection logs detailing their purposes for using ChatGPT and the prompts they used. Linguistic features were analyzed using text analysis tools within the Complexity, Accuracy, and Fluency framework. The Wilcoxon signed-rank test assessed differences, and matched-pairs rank biserial correlation measured effect sizes. Thematic analysis was applied to explore participants’ purposes and prompt usage patterns. Five major findings emerged: (1) learners mainly used ChatGPT for lexical and syntactic corrections, rarely for content, style, or structural development; (2) prompts were generally simple, lacking contextual depth; (3) the use of vague autocomplete prompts suggested a personified view of ChatGPT; (4) multi-turn interactions were limited, even when the responses were unsatisfactory; and (5) while ChatGPT supported micro-level improvements in grammar, lexical variety, and readability, its impact on content elaboration and the overall length of the text was minimal. These findings highlight both the instructional potential and the constraints of using ChatGPT as a revision aid in second language writing.