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Description
This study investigates the effectiveness of ChatGPT in improving the content and organization of academic writing among students at Duy Tan University (DTU). A quasi-experimental design was employed involving 64 students who completed academic essays with and without ChatGPT support. Both quantitative and qualitative methods were used to examine changes in students’ writing performance. Quantitative data were analyzed using paired-samples t-tests, while qualitative analysis focused on the development of ideas, cohesion, and coherence in students’ essays. The findings revealed statistically significant improvements in both content quality and organizational structure when students used ChatGPT. In addition, the analysis of writing samples indicated noticeable progress in idea development and the logical connection of ideas across essays. The study highlights the pedagogical value of integrating ChatGPT into academic writing instruction when used with appropriate teacher guidance to help EFL students strengthen content development and organizational clarity.
Keywords: academic writing, ChatGPT, content development, organization, Vietnamese EFL students
