Incorporating ChatGPT Into Genre‐Based Instruction for Argumentative Writing Among EFL College Students

ABSTRACT Although genre‐based instruction and the utilization of ChatGPT have received great attention in writing instruction, there has been limited research integrating these two areas. Furthermore, while some empirical studies have explored ChatGPT's impacts, its effectiveness remains inconclusive, particularly regarding its influence on willingness to write (WtW). This study examined the effects of ChatGPT‐integrated genre‐based instruction on argumentative writing performance, WtW, and learners’ perceptions. A total of 48 first‐year EFL English majors from two universities of technology in Taiwan participated in a six‐week experiment, during which they received the instruction and completed pre‐ and post‐writing tests as well as pre‐ and post‐instructional WtW questionnaires. Additionally, 19 participants participated in focus‐group interviews. The results showed significant improvements in some moves after the instruction. Moreover, although WtW scores increased after the instruction, the enhancement was not significant and was not correlated with writing performance. Regarding learners’ perceptions, the participants generally recognized the value of the instruction, reporting the enhancement of organization and language knowledge. Moreover, while the majority highlighted the benefits of ChatGPT, such as idea generation, immediate and comprehensive feedback, and increased confidence and WtW, some raised concerns, including its potential to limit critical thinking and creativity as well as issues related to feedback quality. Based on these findings, the researchers propose pedagogical implications, underscoring the potential and limitations of ChatGPT‐integrated genre‐based instruction.