Developing AI Chatbots for English Process Writing

Ryan Oktafiandi, Dimas Apriyandi, Yohannes Gatot Sutapa Yuliana, Dwi Riyanti and Endang Susilawati
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Ryan Oktafiandi: English Education Study Program, Teacher Training and Education Faculty,
Dimas Apriyandi: Computer Science Study Program, Engineering Faculty
Yohannes Gatot Sutapa Yuliana: English Education Study Program, Teacher Training and Education Faculty,
Dwi Riyanti: English Education Study Program, Teacher Training and Education Faculty,
Endang Susilawati: English Education Study Program, Teacher Training and Education Faculty,

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 25, 472-480

Abstract: This research explores the design and efficacy of a personalized AI chatbot, developed using the GPT-4.0 API, to support seventh-grade students at Kinderfield-Highfield School Pontianak in mastering English process writing. The study addresses the critical need to balance the immense potential of AI assistance with the preservation of academic integrity and the development of independent writing skills. Guided by the ADDIE instructional design model, the research began with a comprehensive needs analysis to identify student challenges, including idea generation, grammatical accuracy, and a lack of consistent feedback. The resulting chatbot was meticulously fine-tuned with specialized prompts to guide learners through each stage of the writing process: pre-writing, drafting, revising, and editing. Data was gathered through expert evaluations and student checklists following implementation. Results demonstrated that the chatbot was highly effective in boosting students' motivation, engagement, and writing effectiveness, particularly during the drafting and editing phases. However, the study also identified key areas for refinement, such as enhancing the clarity of feedback and fostering greater independent thought during the pre-writing and revising stages. Experts affirmed the tool's convenience, educational value, and potential for future use. The study concludes that while AI chatbots present a transformative tool for personalized writing instruction, their design must strategically encourage critical thinking rather than dependence to fully realize their benefits in the L2 classroom.

Date: 2025
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