AI Meets BORDER: Using ChatGPT-Generated Model Essays to Support Process-Based Writing among Low-Achieving EFL Students
Authors
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Nguyen Hoang Phuong Mai
International University, Vietnam National University, Ho Chi Minh City, Viet Nam
https://orcid.org/0000-0002-0644-4804
Keywords:
ChatGPT, English writing, Process-based Writing, BORDERAbstract
Since its introduction in November 2022, ChatGPT has become a valuable tool for supporting second language learning, particularly in English writing teaching and learning. However, most existing studies have focused on the role of chatbots during the feedback stage. This study examines students’ attitudes toward using ChatGPT-generated model essays within a newly suggested process-based writing framework for low achievers - BORDER (Brainstorming, Outlining, Reading (individualized AI-generated model essays), Drafting, Editing, and Revising). Using a mixed-methods design, data were collected from 23 undergraduate students in an English writing course after two writing cycles through writing papers, questionnaires, and reflective journals. The findings reveal that most students hold positive emotional, cognitive, and behavioral attitudes toward the use of ChatGPT-generated model essays, especially in the writing preparation stage, where the personalized models supported not only language use and organizational structure but also content development. The study highlights the pedagogical potential of integrating AI tools to enhance process-based writing instruction for lower-proficiency learners while preventing their overreliance on AI – captured in the motto: “Writers cross the BORDER with AI, from ideas to finished work.”
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