Made byBobr AI

ChatGPT's Impact on EFL Writing and Anxiety: A Case Study

Explore research findings on using ChatGPT-assisted brainstorming to improve idea generation and reduce writing anxiety in EFL Master's students in Algeria.

#chatgpt-in-education#efl-writing#academic-writing#ai-learning-tools#writing-anxiety#dissertation-defense#educational-technology
Watch
Pitch
PEOPLE'S DEMOCRATIC REPUBLIC OF ALGERIA
MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH
MOHAMED KHEIDER UNIVERSITY – BISKRA
Faculty of Letters and Foreign Languages
Dept. of Language & English Literature
Academic Year: 2025/2026
MASTER'S DISSERTATION DEFENSE
Investigating the Impact of ChatGPT-Assisted Brainstorming on EFL Learners' Idea Generation and Writing Anxiety
The Case of Master's Students at Biskra University
Submitted by:
Ali MJENNAH
Supervised by:
Dr. Messaouda BENDAHMANE
BOARD OF EXAMINERS
Dr. Fatima MESSAOUDI (Chairperson)
Dr. Messaouda BENDAHMANE (Supervisor)
Mr. Khaled AMRAOUI (Examiner)
Mrs. Thaldja AICHAOUI (Examiner)
Made byBobr AI
OUTLINE
PRESENTATION OVERVIEW
Outline
1.
Introduction & Background
2.
Statement of the Problem
3.
Aim & Objectives
4.
Research Questions
5.
Research Hypotheses
6.
Methodology
7.
Results & Findings
8.
Discussion & Synthesis
9.
Recommendations
10.
Conclusion
Made byBobr AI
INTRODUCTION
SECTION 01
Introduction
Background of the Study
Writing is a critical and complex skill for EFL learners, involving linguistic, cognitive, and psychological challenges simultaneously.
The pre-writing stage is particularly demanding — students struggle with both idea generation and foreign language writing anxiety, which intensify each other.
In the Algerian EFL context, these obstacles are especially significant for Master's students who must produce advanced academic texts and write their own dissertations.
The rise of Generative AI tools — particularly ChatGPT — presents a new opportunity to address these challenges in language learning contexts.
"Writing is an emotional as well as a cognitive activity — we think and feel while we are writing." (Cheng, 2002)
Made byBobr AI
PROBLEM
SECTION 02
Statement of the Problem
EFL learners face significant difficulties during the pre-writing stage — particularly in generating and organizing ideas — which triggers FL Writing Anxiety.
In the Algerian context, this is especially critical for Master's students at Biskra University who must produce advanced academic writing for their degrees.
Traditional brainstorming techniques may no longer be sufficient for these advanced learners — a new, evidence-based strategy is needed.
While ChatGPT has shown potential globally as a scaffolding tool, its specific dual impact on idea generation and writing anxiety in the Algerian EFL context remains unexplored.
This study fills a critical gap by empirically investigating ChatGPT's dual effect on EFL learners' cognitive and affective writing challenges in an under-researched context.
Made byBobr AI
AIM & OBJECTIVES
SECTION 03
Aim & Objectives
Main Research Aim
This study aims to investigate the impact of ChatGPT-assisted brainstorming on idea generation and writing anxiety among EFL Master's students at Biskra University, and to evaluate ChatGPT as an evidence-based alternative to traditional brainstorming techniques.
Specific Objectives
1
Examine the impact of ChatGPT-assisted brainstorming on EFL students' idea generation.
2
Analyze the effect of ChatGPT-assisted brainstorming on EFL students' writing anxiety levels.
3
Explore EFL Master's students' perceptions of ChatGPT as a brainstorming assistant.
Made byBobr AI
Research Questions
Section 04
Research Questions
RQ1
To what extent does ChatGPT-assisted brainstorming affect EFL Master's students' idea generation at Biskra University?
RQ2
What is the impact of ChatGPT-assisted brainstorming on EFL Master's students' writing anxiety levels at Biskra University?
RQ3
What are EFL Master's students' perceptions of using ChatGPT as a brainstorming assistant?
Made byBobr AI
Research Hypotheses
SECTION 05
Research Hypotheses
H1
ChatGPT-assisted brainstorming significantly improves idea generation (quantity and quality) among EFL Master's students at Biskra University compared to traditional brainstorming.
H2
EFL Master's students who use ChatGPT-assisted brainstorming will demonstrate significantly lower levels of writing anxiety compared to those using traditional brainstorming methods.
H3
EFL Master's students hold predominantly positive perceptions toward using ChatGPT as a brainstorming assistant in academic writing contexts.
Made byBobr AI
Methodology
SECTION 06
Methodology
Research Design
Quasi-experimental design with pre-test and post-test. Two groups:
  • Experimental Group (ChatGPT-assisted brainstorming)
  • Control Group (traditional brainstorming)
Participants
40 EFL Master's students at Mohamed Kheider University, Biskra.
Selected via purposive sampling.
Data Collection Tools
  1. Idea Generation Test (pre & post)
  2. Second Language Writing Anxiety Inventory – SLWAI (pre & post)
  3. Semi-structured interviews
Data Analysis
Quantitative
SPSS (paired t-test, independent t-test)
Qualitative
Thematic analysis of interview data
Made byBobr AI
University Logo
RESULTS
SECTION 07
Results & Findings
Finding 1 — Idea Generation
•
The experimental group showed a statistically significant improvement in idea generation post-test scores compared to the control group (p < 0.05).
•
ChatGPT-assisted brainstorming enhanced both the quantity and quality of ideas generated.
Finding 2 — Writing Anxiety
•
Significant reduction in writing anxiety levels was observed in the experimental group after using ChatGPT (p < 0.05).
•
No significant change was noted in the control group.
Finding 3 — Student Perceptions
•
Students reported positive perceptions of ChatGPT as a brainstorming tool.
•
Key themes: increased confidence, reduced anxiety, enhanced creativity, and ease of idea organization.
Made byBobr AI
RECOMMENDATIONS
SECTION 08
Recommendations
1
EFL teachers should integrate ChatGPT-assisted brainstorming as a regular pre-writing activity in academic writing courses.
2
Universities should develop clear AI usage guidelines and ethical frameworks for students using generative AI tools.
3
Teacher training programs should include modules on effectively incorporating AI tools in language classrooms.
4
Future research should investigate the long-term effects of ChatGPT-assisted brainstorming on overall writing quality.
5
The ChatGPT-assisted brainstorming model should be piloted across other Algerian universities and EFL contexts to test generalizability.
Made byBobr AI
CONCLUSION
SECTION 09
Conclusion
This study investigated the impact of ChatGPT-assisted brainstorming on EFL learners' idea generation and writing anxiety, with a focus on Master's students at Biskra University.
•
Key Takeaway 1: ChatGPT-assisted brainstorming proved to be an effective strategy for enhancing idea generation among EFL learners.
•
Key Takeaway 2: The use of ChatGPT significantly reduced writing anxiety, supporting its role as an affective scaffolding tool.
•
Key Takeaway 3: Students' positive perceptions confirm the potential of AI integration in Algerian EFL writing classrooms.
ChatGPT is not a replacement for the teacher — it is a bridge that empowers EFL learners to overcome cognitive and affective writing barriers.
Thank you for your attention.
Made byBobr AI
Bobr AI

DESIGNER-MADE
PRESENTATION,
GENERATED FROM
YOUR PROMPT

Create your own professional slide deck with real images, data charts, and unique design in under a minute.

Generate For Free

ChatGPT's Impact on EFL Writing and Anxiety: A Case Study

Explore research findings on using ChatGPT-assisted brainstorming to improve idea generation and reduce writing anxiety in EFL Master's students in Algeria.

PEOPLE'S DEMOCRATIC REPUBLIC OF ALGERIA

MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

MOHAMED KHEIDER UNIVERSITY – BISKRA

Faculty of Letters and Foreign Languages

Dept. of Language & English Literature

Academic Year: 2025/2026

MASTER'S DISSERTATION DEFENSE

Investigating the Impact of ChatGPT-Assisted Brainstorming on EFL Learners' Idea Generation and Writing Anxiety

The Case of Master's Students at Biskra University

Submitted by:

Ali MJENNAH

Supervised by:

Dr. Messaouda BENDAHMANE

BOARD OF EXAMINERS

Dr. Fatima MESSAOUDI (Chairperson)

Dr. Messaouda BENDAHMANE (Supervisor)

Mr. Khaled AMRAOUI (Examiner)

Mrs. Thaldja AICHAOUI (Examiner)

OUTLINE

PRESENTATION OVERVIEW

Outline

Introduction & Background

Statement of the Problem

Aim & Objectives

Research Questions

Research Hypotheses

Methodology

Results & Findings

Discussion & Synthesis

Recommendations

Conclusion

INTRODUCTION

SECTION 01

Introduction

Background of the Study

Writing is a critical and complex skill for EFL learners, involving linguistic, cognitive, and psychological challenges simultaneously.

The pre-writing stage is particularly demanding — students struggle with both idea generation and foreign language writing anxiety, which intensify each other.

In the Algerian EFL context, these obstacles are especially significant for Master's students who must produce advanced academic texts and write their own dissertations.

The rise of Generative AI tools — particularly ChatGPT — presents a new opportunity to address these challenges in language learning contexts.

"Writing is an emotional as well as a cognitive activity — we think and feel while we are writing." (Cheng, 2002)

PROBLEM

SECTION 02

Statement of the Problem

EFL learners face significant difficulties during the pre-writing stage — particularly in generating and organizing ideas — which triggers FL Writing Anxiety.

In the Algerian context, this is especially critical for Master's students at Biskra University who must produce advanced academic writing for their degrees.

Traditional brainstorming techniques may no longer be sufficient for these advanced learners — a new, evidence-based strategy is needed.

While ChatGPT has shown potential globally as a scaffolding tool, its specific dual impact on idea generation and writing anxiety in the Algerian EFL context remains unexplored.

This study fills a critical gap by empirically investigating ChatGPT's dual effect on EFL learners' cognitive and affective writing challenges in an under-researched context.

SECTION 03

Aim & Objectives

Main Research Aim

This study aims to investigate the impact of ChatGPT-assisted brainstorming on idea generation and writing anxiety among EFL Master's students at Biskra University, and to evaluate ChatGPT as an evidence-based alternative to traditional brainstorming techniques.

Specific Objectives

Examine the impact of ChatGPT-assisted brainstorming on EFL students' idea generation.

Analyze the effect of ChatGPT-assisted brainstorming on EFL students' writing anxiety levels.

Explore EFL Master's students' perceptions of ChatGPT as a brainstorming assistant.

AIM & OBJECTIVES

Research Questions

Section 04

Research Questions

RQ1

To what extent does ChatGPT-assisted brainstorming affect EFL Master's students' idea generation at Biskra University?

RQ2

What is the impact of ChatGPT-assisted brainstorming on EFL Master's students' writing anxiety levels at Biskra University?

RQ3

What are EFL Master's students' perceptions of using ChatGPT as a brainstorming assistant?

Research Hypotheses

SECTION 05

Research Hypotheses

H1

<strong>ChatGPT-assisted brainstorming significantly improves idea generation</strong> (quantity and quality) among EFL Master's students at Biskra University compared to traditional brainstorming.

H2

EFL Master's students who use ChatGPT-assisted brainstorming will demonstrate <strong>significantly lower levels of writing anxiety</strong> compared to those using traditional brainstorming methods.

H3

EFL Master's students hold <strong>predominantly positive perceptions</strong> toward using ChatGPT as a brainstorming assistant in academic writing contexts.

Methodology

SECTION 06

Methodology

Research Design

Quasi-experimental design with pre-test and post-test. Two groups:

Experimental Group (ChatGPT-assisted brainstorming)

Control Group (traditional brainstorming)

Participants

40 EFL Master's students at Mohamed Kheider University, Biskra.

Selected via purposive sampling.

Data Collection Tools

Idea Generation Test (pre & post)

Second Language Writing Anxiety Inventory – SLWAI (pre & post)

Semi-structured interviews

Data Analysis

SPSS (paired t-test, independent t-test)

Thematic analysis of interview data

RESULTS

SECTION 07

Results & Findings

Finding 1 — Idea Generation

The experimental group showed a statistically significant improvement in idea generation post-test scores compared to the control group (p < 0.05).

ChatGPT-assisted brainstorming enhanced both the quantity and quality of ideas generated.

Finding 2 — Writing Anxiety

Significant reduction in writing anxiety levels was observed in the experimental group after using ChatGPT (p < 0.05).

No significant change was noted in the control group.

Finding 3 — Student Perceptions

Students reported positive perceptions of ChatGPT as a brainstorming tool.

Key themes: increased confidence, reduced anxiety, enhanced creativity, and ease of idea organization.

RECOMMENDATIONS

SECTION 08

Recommendations

EFL teachers should integrate ChatGPT-assisted brainstorming as a regular pre-writing activity in academic writing courses.

Universities should develop clear AI usage guidelines and ethical frameworks for students using generative AI tools.

Teacher training programs should include modules on effectively incorporating AI tools in language classrooms.

Future research should investigate the long-term effects of ChatGPT-assisted brainstorming on overall writing quality.

The ChatGPT-assisted brainstorming model should be piloted across other Algerian universities and EFL contexts to test generalizability.

CONCLUSION

SECTION 09

Conclusion

This study investigated the impact of ChatGPT-assisted brainstorming on EFL learners' idea generation and writing anxiety, with a focus on Master's students at Biskra University.

Key Takeaway 1

ChatGPT-assisted brainstorming proved to be an effective strategy for enhancing idea generation among EFL learners.

Key Takeaway 2

The use of ChatGPT significantly reduced writing anxiety, supporting its role as an affective scaffolding tool.

Key Takeaway 3

Students' positive perceptions confirm the potential of AI integration in Algerian EFL writing classrooms.

ChatGPT is not a replacement for the teacher — it is a bridge that empowers EFL learners to overcome cognitive and affective writing barriers.

Thank you for your attention.