A Case Study on Using ChatGPT for English Writing and Speaking Classes: Focused on Seventh Grade Students

This case study investigates the integration of ChatGPT in seventh-grade English writing and speaking instruction over a four-week period with 130 Korean EFL students. Data were collected through comprehensive questionnaires, semi-structured interviews, and systematic classroom observations to assess implementation effectiveness. Quantitative analysis using a five-point Likert scale revealed strong attitudinal benefits, with students rating class participation highest, followed by content understanding and learning interest. Language skill perceptions, particularly speaking abilities, showed more moderate improvement. Qualitative findings demonstrated ChatGPT’s dual functionality: first, as a comprehensible input provider delivering personalized, level-appropriate responses aligned with Krashen’s Input Hypothesis (1985); second, as an interaction catalyst facilitating peer negotiation of meaning consistent with Long’s Interaction Hypothesis (1981). Students reported significantly reduced anxiety in ChatGPT-mediated activities compared to traditional instruction, attributing increased participation to the absence of peer judgment and evaluation pressure. Collaborative activities positioned ChatGPT as a shared resource generating authentic peer-to-peer communication opportunities. Results indicate ChatGPT’s immediate impact centers on affective factors and peer interaction facilitation rather than direct skill development outcomes. This study provides empirical evidence for AI integration in EFL contexts, demonstrating how generative AI effectively addresses authentic communication challenges while supporting the 2022 revised English curriculum’s emphasis on integrated, competency-based learning.