Uso de ChatGPT para mejorar las habilidades de escritura en estudiantes de Inglés del C.R.U.P.O.

Ana Grace Cruz Atencio; Humberto Domínguez

doi:10.48204/synergia.v5n1.9850

Submitted April 28, 2026

Published 2026-04-30

Artículos

Vol. 5 No. 1 (2026): Synergía

The Use of ChatGPT to Enhance Writing Skills in English Students at C.R.U.P.O.

Ana Grace Cruz Atencio⁺⁻
Humberto Domínguez⁺⁻

DOI https://doi.org/10.48204/synergia.v5n1.9850

PDF (Español (España))

References

DOI: 10.48204/synergia.v5n1.9850

Published: 2026-04-30

How to Cite

Cruz Atencio, A. G., & Domínguez, H. (2026). The Use of ChatGPT to Enhance Writing Skills in English Students at C.R.U.P.O. Synergía, 5(1), 106–123. https://doi.org/10.48204/synergia.v5n1.9850

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

The development of academic writing represents one of the main challenges in teaching English at the university level. In this context, the use of generative artificial intelligence tools such as ChatGPT has been studied for its potential to support the revision and improvement of written texts in educational settings, particularly as a feedback tool. This study aimed to analyze the influence of guided use of ChatGPT on the development of academic writing skills. The study was conducted with 42 students enrolled in the Reading and Writing I course at the Regional University Center of Panamá Oeste, using a mixed-methods approach and a comparative design. Texts produced before and after the intervention were analyzed. Quantitative analysis showed improvements in grammatical accuracy, sentence structure, vocabulary, cohesion, and textual organization. A total of 72.4% of participants showed significant improvement, while 27.6% demonstrated moderate improvement, with no cases showing no observable progress. Qualitative analysis confirmed progress in subject-verb agreement, lexical accuracy, the use of connectors, and overall text organization. Additionally, students expressed positive perceptions of the tool, highlighting its contribution to clarity, formality, and confidence in writing. Overall, the results suggest that ChatGPT can strengthen academic writing in English as a foreign language context in higher education, provided that its use is guided and supervised by the instructor within a well-defined pedagogical framework

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References

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https://doi.org/10.37745/bjel.2013/vol10n3111
Allagui, B. (2023). Chatbot feedback on Students’ writing: typology of comments and
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https://doi.org/10.1007/978-3-031-37129-5_31
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Gregorio, &. Montalvo-Castro, Jorge. (2023). (2023, March 2). Retos de la escritura
académica en estudiantes universitarios: una revisión de la literatura. Conrado, 19(91),
-94. Epub 30 De abril De 2023. Retrieved March 2, 2026, from
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Applied Linguistics and TESOL (JALT), 8(4), 388–404.
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Enríquez, A. G. T., Barragán, M. J. B., Pineda, J. a. P., & Camacho, G. M. A. (2025). Relación
entre el uso de inteligencia artificial generativa y el desarrollo de competencias de
escritura académica en Lengua y Literatura en estudiantes de Bachillerato. DISCE
Revista Científica Educativa Y Social, 2(2), 339–355.
https://doi.org/10.69821/disce.v2i2.53
Esfandiari, R., & Allaf-Akbary, O. (2025). Assessing the impact of Microsoft Copilot and
ChatGPT on EFL learners’ interactional metadiscourse in Argumentative writing.
Innoeduca International Journal of Technology and Educational Innovation, 11(1), 47–
https://doi.org/10.24310/ijtei.111.2025.20896
Esperanzate, M. D. (2025). Teaching Academic Writing in English to ESL/EFL Learners in
Higher Education: A Systematic Review of Strategies and challenges. Journal of
Exceptional Multidisciplinary Research., 2(2), 45–54.
https://doi.org/10.69739/jemr.v2i2.919
Fraile, M. N., & Badiola, L. (2024). Acceptance of Artificial intelligence (chatGPT) among
trainee teachers in higher education. Trends in Higher Education, 3(4), 1081–1090.
https://doi.org/10.3390/higheredu3040063
Gill, S. S., & Kaur, R. (2023). ChatGPT: Vision and challenges. Internet of Things and Cyber-
Physical Systems, 3, 262–271. https://doi.org/10.1016/j.iotcps.2023.05.004
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’
argumentative writing. Assessing Writing, 54, 100666.
https://doi.org/10.1016/j.asw.2022.100666
Huang, W., Hew, K. F., & Fryer, L. K. (2021). Chatbots for language learning—Are they really
useful? A systematic review of chatbot?supported language learning. Journal of
Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
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Press.
https://books.google.com.pa/books?id=6DCdDwAAQBAJ&printsec=frontcover#v=on
epage&q&f=false
Latif, M. M. M. A., Alsahil, A., & Alsuhaibani, Z. (2024). Profiling EFL writing teachers’
feedback provision practices and activity uses in Saudi universities. Humanities and
Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03639-5
Li, M. (2024). Leveraging ChatGPT for second language writing feedback and assessment.
International Journal of Computer-Assisted Language Learning and Teaching, 14(1),
–11. https://doi.org/10.4018/ijcallt.360382
Lingard, L. (2023). Writing with ChatGPT: An Illustration of its Capacity, Limitations & amp;
Implications for Academic Writers. Perspectives on Medical Education, 12(1), 261–270.
https://doi.org/10.5334/pme.1072
Linh, N. D., Anh, N. T., Huyen, L. K., & Linh, T. T. (2025). Leveraging chatgpt to enhance task
response and grammatical range and accuracy in ielts essay writing. Journal of Science
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escritura en español. RLA. Revista De Lingu?I?Stica Teo?Rica Y Aplicada, 62(2), 13–35.
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methods intervention study. Smart Learning Environments, 11(1).
https://doi.org/10.1186/s40561-024-00295-9
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in India, Bangladesh and Nepal: a multiple case study. The Asia-Pacific Education
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https://doi.org/10.21556/edutec.2025.92.3431
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for English studies students in Poland. Journal of China Computer-Assisted Language
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students’ writing skills. Cogent Education, 11(1).
https://doi.org/10.1080/2331186x.2024.2410101
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Writing Assessments? The Devil is in the Prompt(s). Journal of Technology and Chinese
Language Teaching,. https://doi.org/10.35542/osf.io/3r2zb
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on L2 writing. IRAL - International Review of Applied Linguistics in Language
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lambayecanos. Educare et Comunicare Revista De Investigación De La Facultad De
Humanidades, 13(1), 16–23. https://doi.org/10.35383/educare.v13i1.1294
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[129] https://doi.org/10.4018/ijwltt.390442

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