Learning Analytics in Action: A Mixed-Methods Study of Generative AI – ChatGPT’s Impact on L2 Academic Writing Development in English for Academic Purposes (EAP) Classrooms

In the field of English for Academic Purposes (EAP), the role of AI-assisted language learning in developing writing skills has been extensively researched and has yielded positive outcomes. Also, Learning Analytics (LA) can significantly contribute to comprehending and enhancing the responsible and reflective utilisation of AI tools in the educational context. However, its impact on language classroom education, particularly in EAP writing instruction, has not received widespread attention. This study addresses this gap by investigating the descriptions and explanations of preferred EAP writing learning strategies among a group of international students (N=42) engaged in EAP studies at a university, with a particular focus on their utilisation of generative AI-powered chatbot technology- ChatGPT. Results showed that EAP students believed generative AI technology to be user-friendly, simple to grasp, creative, and enjoyable for L2 writing learning. They may ask specific questions and receive immediate answers without waiting for responses or feedback. The quality of the written content they produce has improved significantly, and their opinion output is more novel and relevant, with varying degrees of improvement in grammar and syntax. The study's findings suggest that generative AI, such as ChatGPT, can facilitate the development of EAP writing proficiency and provide instant and constructive feedback within an informal digital language learning context. This research yields pedagogical implications for the development of L2 writing strategies for L2 students in EAP classes, utilising generative AI chatbots like ChatGPT. The findings could be a valuable reference for language researchers or teachers who intend to use generative AI-supported chatbots in EAP writing.