Generative AI is useful for second language writing, but when, why, and for how long do learners use it?

Numerous studies have highlighted the benefits of recent advancements in generative artificial intelligence (AI) technology for second language (L2) writing. However, most of these studies have relied on pretest/posttest designs or interview/questionnaire methods that reflect the researchers’ perspectives. To expand the research on this topic, we take two approaches. Firstly, we investigate how L2 learners of English utilize ChatGPT in a writing task in real time by analyzing recordings of their computer screens collected throughout the writing process. Secondly, we explore how they perceive the usefulness of ChatGPT by analyzing their responses to an open-ended question. Frequency and time-series analyses show that the participants primarily utilized ChatGPT to generate ideas, particularly during the initial stages of writing. They also used it later in the writing process, albeit less frequently and for less time overall, for a word/grammar search/check, polishing, and example generation, alongside idea generation. Semantic network analyses of their responses to the open-ended question further reveal that the participants generally held a positive opinion of ChatGPT, valuing its assistance in content creation and time management, while expressing some concerns. The results emphasize the potential of generative AI in facilitating L2 writing and suggest the importance of digital literacy.