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Artificial Intelligence (AI) ChatGPT in Academic and Science Writing Education: Student Dependency, Creativity, and the Mediating Role of Feedback in English as a Second Language and English as a Foreign Language Contexts

Kumar Katel(1),


(1) Pokhara University
Corresponding Author

Abstract


The rapid integration of generative artificial intelligence tools such as ChatGPT is reshaping learning practices in academic and science writing education, particularly in English as a Second Language and English as a Foreign Language contexts. While ChatGPT can support language development and writing efficiency, uncritical reliance on artificial intelligence may undermine students’ cognitive engagement, creativity, and agency in the writing process. This conceptual paper examines how ChatGPT influences student dependency, composing practices, and creative development in academic and science education. Drawing on process-oriented writing theory, sociocultural perspectives on mediated learning, and creativity research, the paper argues that effective writing development depends on sustained cognitive effort, iterative revision, and meaningful teacher feedback. Using insights from the United States and Nepal, the paper emphasizes that the pedagogical impact of ChatGPT is shaped by instructional design and feedback cultures. It concludes by proposing strategies for integrating ChatGPT to strengthen AI literacy in education.


Keywords


Academic writing; AI literacy; ChatGPT; Composition pedagogy; ESL/EFL writing; Process-based writing; Student dependency; Teacher feedback; Writing creativity.

References


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