ChatGPT Usage Patterns in Essay Writing: A Case Study of Advanced, Intermediate, and Low-Proficiency English Learners

Abstract

This study investigates second language (L2) learners’behavioral patterns in ChatGPT-assisted essay writing across varying proficiency levels. It involves three university students, categorized as high, medium, and low English language proficiency, who completed an argumentative IELTS essay with ChatGPT support. The analysis of stimulated recall interviews revealed distinct interaction patterns: a) The high-proficiency participant critically used ChatGPT, primarily for structural and grammatical enhancements; b) The medium-proficiency participant employed adaptive prompt strategies, relying on ChatGPT for content generation and revisions; c) The low-proficiency participant exhibited heavy reliance on ChatGPT for argument development and translation, reflecting a dependence on AI to mitigate language barriers. The study highlights the importance of fostering critical engagement with AI tools and calls for further research on their long-term impact on writing proficiency and AI literacy.