<![CDATA[This study investigates the effectiveness of integrating ChatGPT as a writing support tool to enhance EFL students’ academic writing performance. Although ChatGPT has increasingly been used in higher education, empirical evidence on its impact on measurable writing outcomes remains limited. To address this gap, this research employed a one-group pre-experimental pre-test and post-test design involving 22 third-semester students of an English Study Program who had completed foundational writing courses. During the pre-test, students produced an academic essay without ChatGPT. The intervention introduced learners to ChatGPT for generating ideas, planning, drafting, and revising. The post-test required students to write another essay using ChatGPT actively. Their essays were assessed using an analytical rubric covering content, organization, vocabulary, and grammar. The data were analyzed through descriptive statistics, normality testing, and a paired samples t-test. The findings revealed a substantial improvement, with mean scores increasing from 68.25 in the pre-test to 89.05 in the post-test, and a very large effect size (Cohen’s d = 1.69). These results indicate that essays produced with active ChatGPT support scored significantly higher, reflecting AI-assisted writing performance rather than independent writing gains alone. The study concludes that ChatGPT serves as an effective supplementary tool in EFL writing instruction and suggests further research involving larger sample sizes and comparative experimental designs.]]>
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