The exploratory role of ChatGPT in enhancing the writing performance of architecture foundation students
The rapid development of generative artificial intelligence has transformed English language education by providing learners with immediate writing support and feedback. However, empirical evidence regarding its effectiveness in English as a foreign language (EFL) writing, particularly in under-researched contexts such as Iraq, remains limited. The study aims to investigate the effects of ChatGPT-supported writing instruction on students’ writing performance and perceptions. A mixed-methods design was used in our study. Quantitative data were collected through pre- and post-tests, and qualitative data were collected through a 10-question Google Forms questionnaire to gather opinions from 25 architecture foundation students studying at an international private university in Iraq during the 2025–2026 academic year. Cronbach’s alpha was used to assess the questionnaire’s consistency. The findings showed that 70% of the students developed a positive attitude toward using ChatGPT. Significant improvements were observed in students’ writing skills, particularly in the areas of idea generation, word choice, and grammatical accuracy. Another encouraging point was that more than 75% of the participating students experienced lower anxiety and increased self-confidence during writing activities. In conclusion, ChatGPT can be used as an effective support tool in English as a foreign language writing instruction. The only point to consider is that the pedagogical framework of this integration should be clearly defined and implemented under teacher guidance. This study is significant because it contributes to research on the effects of ChatGPT on writing in Iraq, given the limited number of studies already conducted.
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