Exploring EFL Learners' Attitudes Toward ChatGPT for English Writing: The Role of Contextual Factors

Abstract

This study investigates EFL learners’ attitudes toward using ChatGPT for English writing and examines the extent to which institutional and teacher-related factors predict these attitudes. In this quantitative study, a survey questionnaire was administered to 136 preparatory-year EFL students in a Saudi higher-education context. Descriptive analysis indicated that learners held generally positive attitudes toward ChatGPT for English writing. Participants also reported moderately positive perceptions of institutional support and teachers’ attitudes, although limited training and classroom integration were noted. Multiple regression analysis revealed that institution-related factors significantly predicted learners’ attitudes toward ChatGPT use, whereas teacher-related factors did not demonstrate a unique predictive contribution when both variables were considered simultaneously. The study contributes empirical evidence from the Saudi EFL context and extends prior descriptive research by identifying contextual predictors of attitudes toward AI-assisted writing. Implications emphasize the importance of clear institutional policies, AI literacy initiatives, and targeted teacher training to support responsible integration of ChatGPT in language learning.