Vol. 12/ Núm. 3 2025 pág. 4354
https://doi.org/10.69639/arandu.v12i3.1630
Improving grammatical accuracy through ChatGPT: A study
of University Students in Riobamba
Improving grammatical accuracy through ChatGPT: A study of University Students in
Riobamba
Gabriela Estefanía García Márquez
ggarciam19@unemi.edu.ec
https://orcid.org/0009-0006-0102-6941
Instituto Superior Tecnológico Stanford
Josceline Michell Pereira Loor
jpereiral@unemi.edu.ec
https://orcid.org/0009-0009-5423-0307
Universidad Estatal de Milagro
Artículo recibido: 18 agosto 2025 - Aceptado para publicación: 28 septiembre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
The present research analyzes the main challenges faced in the teaching and learning of English
as a foreign language within the Ecuadorian educational context. Despite the Ministry of
Education’s efforts to implement strategies aimed at improving educational quality, limitations
related to insufficient resources, limited methodological guidance, and teachers’ technological
constraints continue to hinder the development of students’ linguistic competence. In this context,
the integration of innovative tools represents a necessary alternative to strengthen foreign
language acquisition. In recent years, artificial intelligence-based resources have gained
increasing relevance, with ChatGPT emerging as one of the most widely used tools due to its
potential to provide personalized interactions and immediate feedback. The aim of this study is
to demonstrate the benefits of using ChatGPT to enhance grammatical accuracy among university
students in Riobamba. The research adopted a mixed-method approach, including diagnostic tests,
guided activities with ChatGPT assistance, and post-intervention assessments to evaluate
improvements in grammatical precision. Findings reveal significant progress in students’ written
production, particularly in reducing morphosyntactic errors and in the more accurate use of
complex structures. This study contributes to the discussion on the integration of artificial
intelligence into higher education, highlighting the potential of ChatGPT as a pedagogical support
in the teaching of English as a foreign language in Ecuador.
Keywords: english as a foreign language, artificial intelligence, chatgpt, english grammar
Vol. 12/ Núm. 3 2025 pág. 4355
RESUMEN
La presente investigación analiza los principales desafíos que enfrenta el proceso de enseñanza-
aprendizaje del Inglés como lengua extranjera en el contexto educativo ecuatoriano. A pesar de
los esfuerzos del Ministerio de Educación por implementar estrategias que promuevan la calidad
educativa, persisten limitaciones vinculadas a la falta de recursos, la escasa orientación
metodológica y las dificultades tecnológicas de los docentes, lo que impacta directamente en el
desarrollo de la competencia lingüística de los estudiantes. En este marco, la incorporación de
herramientas innovadoras constituye una alternativa necesaria para mejorar la enseñanza de
lenguas extranjeras. En los últimos años, los recursos basados en inteligencia artificial han
adquirido relevancia, siendo ChatGPT una de las herramientas más utilizadas por su potencial
para generar interacciones personalizadas y retroalimentación inmediata. El objetivo de este
estudio es demostrar los beneficios del uso de ChatGPT en la mejora de la corrección gramatical
focalizado en un grupo de estudiantes universitarios de Riobamba. La investigación se desarrolló
bajo un enfoque mixto, con la aplicación de pruebas diagnósticas, ejercicios guiados con
asistencia de ChatGPT y evaluaciones posteriores que permitieron medir los avances en precisión
gramatical. Los resultados evidencian una mejora significativa en la producción escrita de los
participantes, especialmente en la reducción de errores morfosintácticos y en el uso adecuado de
estructuras complejas. Este trabajo contribuye al debate sobre la integración de la inteligencia
artificial en la educación superior, resaltando el potencial de ChatGPT como apoyo pedagógico
en la enseñanza del inglés como lengua extranjera en Ecuador.
Palabras claves: inglés como lengua extranjera, inteligencia artificial, chatgpt, gramática
inglesa
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
La presente investigación analiza los principales desafíos que enfrenta el proceso de enseñanza-
aprendizaje del Inglés como lengua extranjera en el contexto educativo ecuatoriano. A pesar de
los esfuerzos del Ministerio de Educación por implementar estrategias que promuevan la calidad
educativa, persisten limitaciones vinculadas a la falta de recursos, la escasa orientación
metodológica y las dificultades tecnológicas de los docentes, lo que impacta directamente en el
desarrollo de la competencia lingüística de los estudiantes. En este marco, la incorporación de
herramientas innovadoras constituye una alternativa necesaria para mejorar la enseñanza de
lenguas extranjeras. En los últimos años, los recursos basados en inteligencia artificial han
adquirido relevancia, siendo ChatGPT una de las herramientas más utilizadas por su potencial
para generar interacciones personalizadas y retroalimentación inmediata. El objetivo de este
estudio es demostrar los beneficios del uso de ChatGPT en la mejora de la corrección gramatical
focalizado en un grupo de estudiantes universitarios de Riobamba. La investigación se desarrolló
bajo un enfoque mixto, con la aplicación de pruebas diagnósticas, ejercicios guiados con
asistencia de ChatGPT y evaluaciones posteriores que permitieron medir los avances en precisión
gramatical. Los resultados evidencian una mejora significativa en la producción escrita de los
participantes, especialmente en la reducción de errores morfosintácticos y en el uso adecuado de
estructuras complejas. Este trabajo contribuye al debate sobre la integración de la inteligencia
artificial en la educación superior, resaltando el potencial de ChatGPT como apoyo pedagógico
en la enseñanza del inglés como lengua extranjera en Ecuador.
Palabras claves: inglés como lengua extranjera, inteligencia artificial, chatgpt, gramática
inglesa
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 3 2025 pág. 4356
INTRODUCTION
In Ecuador, the teaching and learning of English as a foreign language continues to face
significant challenges that directly affect student achievement. Despite its status as mandatory
subject at different educational levels, many learners, particularly at the university stage, struggle
to attain proficiency, especially in written grammar. Limited resources, insufficient exposure to
authentic language use, and traditional teaching methods based on memorization and repetition
have restricted students’ opportunities to develop accuracy in their written production. As a result,
grammatical difficulties remain a persistent barrier to academic progress and access to broader
educational and professional opportunities.
In this context, the integration of innovative technologies emerges as a promising
alternative to support language learning. Recent advances in artificial intelligence have introduced
tools that provide students with immediate feedback, personalized guidance, and interactive
practice opportunities beyond the classroom. Among these, ChatGPT has gained increasing
recognition as a valuable resource for enhancing linguistic competence. Its potential to support
grammar correction and writing development makes it a relevant pedagogical ally in higher
education contexts where time, resources and authentic practice are often limited.
The present study focuses on exploring the impact of ChatGPT on improving grammatical
accuracy in a group of university students in Riobamba. By examining its role as a support tool
for written production, this research seeks to highlight the potential benefits of integrating AI-
driven resources into the English language learning process in Ecuador
Literature review
The deficiency in students’ writing skills has led educators and researchers to investigate
the principal causes of this issue. Some factors, such as insufficient linguistic knowledge, lack of
strategies, and ineffective use of technological tools, pose challenges for university students when
composing academic texts. These shortcomings can affect writing proficiency and linguistic
comprehension (Aldabbus & Almansouri, 2022). Recent research establishes that the correct use
of technological resources is a key factor in improving grammatical accuracy within distinct
educational levels in EFL context (Remadhan et al., 2023). For this reason, it is necessary to
analyze key aspects to enhance the use of AI technology in academic writing.
Grammar has been one of the most important aspects in the process of English Language
acquisition. Nordquist (2020) defined grammar as a systematic study of language, a bound of
rules, and examples that deal with syntax and word structures of a language usually intended to
aid language learning. However, the explicit teaching of grammatical rules has been a
controversial issue; several authors contend that it is an essential tool, especially when an
individual has the necessity of building a clear communicative message. According to Kumari,
Kumbhakar, & Kumar, (2024) grammar has the structural basis to create language. It has several
INTRODUCTION
In Ecuador, the teaching and learning of English as a foreign language continues to face
significant challenges that directly affect student achievement. Despite its status as mandatory
subject at different educational levels, many learners, particularly at the university stage, struggle
to attain proficiency, especially in written grammar. Limited resources, insufficient exposure to
authentic language use, and traditional teaching methods based on memorization and repetition
have restricted students’ opportunities to develop accuracy in their written production. As a result,
grammatical difficulties remain a persistent barrier to academic progress and access to broader
educational and professional opportunities.
In this context, the integration of innovative technologies emerges as a promising
alternative to support language learning. Recent advances in artificial intelligence have introduced
tools that provide students with immediate feedback, personalized guidance, and interactive
practice opportunities beyond the classroom. Among these, ChatGPT has gained increasing
recognition as a valuable resource for enhancing linguistic competence. Its potential to support
grammar correction and writing development makes it a relevant pedagogical ally in higher
education contexts where time, resources and authentic practice are often limited.
The present study focuses on exploring the impact of ChatGPT on improving grammatical
accuracy in a group of university students in Riobamba. By examining its role as a support tool
for written production, this research seeks to highlight the potential benefits of integrating AI-
driven resources into the English language learning process in Ecuador
Literature review
The deficiency in students’ writing skills has led educators and researchers to investigate
the principal causes of this issue. Some factors, such as insufficient linguistic knowledge, lack of
strategies, and ineffective use of technological tools, pose challenges for university students when
composing academic texts. These shortcomings can affect writing proficiency and linguistic
comprehension (Aldabbus & Almansouri, 2022). Recent research establishes that the correct use
of technological resources is a key factor in improving grammatical accuracy within distinct
educational levels in EFL context (Remadhan et al., 2023). For this reason, it is necessary to
analyze key aspects to enhance the use of AI technology in academic writing.
Grammar has been one of the most important aspects in the process of English Language
acquisition. Nordquist (2020) defined grammar as a systematic study of language, a bound of
rules, and examples that deal with syntax and word structures of a language usually intended to
aid language learning. However, the explicit teaching of grammatical rules has been a
controversial issue; several authors contend that it is an essential tool, especially when an
individual has the necessity of building a clear communicative message. According to Kumari,
Kumbhakar, & Kumar, (2024) grammar has the structural basis to create language. It has several
Vol. 12/ Núm. 3 2025 pág. 4357
rules and norms that permit the organization of different patterns like words, sentences and
communication in general. Building on this perspective, Cong (2020) states that if grammar is
taught at the right time, at the right place and with the right way, it can help students efficiently
scaffold their language learning.
Accuracy is a fundamental component to provide effective communication. Yuan and Ellis
(2003) indicate that accuracy as the extent to which learners produce spoken or written output
that adheres to the target language's grammatical norms High accuracy reduces errors, thereby
promoting clarity in communication. This is particularly important for learners engaged in formal
writing, as grammatical precision ensures coherent and professional discourse. (Ferris, 2002).
Accuracy in grammatical aspects is indispensable to maintain a natural and concise
communication. The correct structure and word usage of every pattern affects positively the
quality and effectiveness of language production. The maintenance and practice of grammar
accuracy avoid mutual confusion, taking account that we share the same structures and patterns
in a linguistic setting. For that, the message must be coherent to provide a clear output and not
interrupt the interchange of information.
Technology plays an increasingly significant role in daily life and education. AI Assistance
has become innovative tools that hold great potential to transform the field of education. (Sajja et
al., 2024), and particularly a resource like ChatGPT, which has emerged as integral due to its
numerous advantages in language learning. These AI-assisted writing tools offer automated
feedback on various aspects of writing, including organization, coherence, grammar, and
vocabulary, thereby facilitating more effective writing performance improvements (Song y Song,
2023). Additionally, GPT-based technology enhances information production across various
domains, particularly in second language acquisition, by improving interaction through structured
language patterns. However, unguided or excessive reliance on AI tools may hinder learning
effectiveness. (Giray, Nemeño & Edem 2025). Thus, structured implementation and pedagogical
strategies are essential.
ChatGPT is an AI assistant that is designed to understand and generate concrete answers in
an immediate way. According to Božić & Poola (2023), GPT technology can increase the
production of information in different areas but especially enhance the acquisition of a new
language improving the interaction using the language patterns to create an effective
communicative environment. The different virtual assistants such as ChatGPT allow learners to
generate ideas, sentences and produce better writing styles. (Brown et al., 2020). However, some
researchers suggest that the disorganized and inefficient use of this app can reduce the
effectiveness in the process of learning a new language. For that, the implementation of competent
strategies and organization is totally necessary. When used with appropriate methodologies,
ChatGPT can significantly enhance learning outcomes.
rules and norms that permit the organization of different patterns like words, sentences and
communication in general. Building on this perspective, Cong (2020) states that if grammar is
taught at the right time, at the right place and with the right way, it can help students efficiently
scaffold their language learning.
Accuracy is a fundamental component to provide effective communication. Yuan and Ellis
(2003) indicate that accuracy as the extent to which learners produce spoken or written output
that adheres to the target language's grammatical norms High accuracy reduces errors, thereby
promoting clarity in communication. This is particularly important for learners engaged in formal
writing, as grammatical precision ensures coherent and professional discourse. (Ferris, 2002).
Accuracy in grammatical aspects is indispensable to maintain a natural and concise
communication. The correct structure and word usage of every pattern affects positively the
quality and effectiveness of language production. The maintenance and practice of grammar
accuracy avoid mutual confusion, taking account that we share the same structures and patterns
in a linguistic setting. For that, the message must be coherent to provide a clear output and not
interrupt the interchange of information.
Technology plays an increasingly significant role in daily life and education. AI Assistance
has become innovative tools that hold great potential to transform the field of education. (Sajja et
al., 2024), and particularly a resource like ChatGPT, which has emerged as integral due to its
numerous advantages in language learning. These AI-assisted writing tools offer automated
feedback on various aspects of writing, including organization, coherence, grammar, and
vocabulary, thereby facilitating more effective writing performance improvements (Song y Song,
2023). Additionally, GPT-based technology enhances information production across various
domains, particularly in second language acquisition, by improving interaction through structured
language patterns. However, unguided or excessive reliance on AI tools may hinder learning
effectiveness. (Giray, Nemeño & Edem 2025). Thus, structured implementation and pedagogical
strategies are essential.
ChatGPT is an AI assistant that is designed to understand and generate concrete answers in
an immediate way. According to Božić & Poola (2023), GPT technology can increase the
production of information in different areas but especially enhance the acquisition of a new
language improving the interaction using the language patterns to create an effective
communicative environment. The different virtual assistants such as ChatGPT allow learners to
generate ideas, sentences and produce better writing styles. (Brown et al., 2020). However, some
researchers suggest that the disorganized and inefficient use of this app can reduce the
effectiveness in the process of learning a new language. For that, the implementation of competent
strategies and organization is totally necessary. When used with appropriate methodologies,
ChatGPT can significantly enhance learning outcomes.
Vol. 12/ Núm. 3 2025 pág. 4358
Moreover, ChatGPT can increase student engagement by providing adaptive learning
resources that surpass traditional classroom materials. Hawanti (2023) notes that ChatGPT
reduces language anxiety by offering a low-pressure environment for practice, thereby boosting
learners’ confidence and motivation. In addition, students benefit from timely assistance that
clarifies concepts, addresses misconceptions, and reinforces learning in a personalized manner.
This personalized support system fosters a deeper understanding of subjects and empowers
students to progress at their own pace while maintaining educational rigor (Khzouz et. al., 2024).
There are a lot of benefits with the implementation of ChatGPT to write academic texts.
Božić & Poola (2023), suggested that it can transform the educational scenery according to the
different learning experiences and necessities of every participant, providing students with
personalized instruction, improving their language skills, and automating time-consuming tasks
for educators. Adding that, when used correctly, contributes to achieving the desired results
among all participants in the educational context. (Zawacki-Richter et al., 2019)
METHODOLOGY
This study employed a mixed-method design to comprehensively investigate the
effectiveness of ChatGPT in enhancing grammatical accuracy among English language learners
at a university in Riobamba. The convergent parallel design (Creswell & Plano Clark, 2018)
allowed for simultaneous quantitative and qualitative data collection, providing a holistic
understanding of the tool’s impact.
For the research design, a previously validated pre-test with ten exercises and one special
section to assess writing skills was applied as a quantitative approach to measure grammatical
improvement objectively. The control and experimental groups underwent identical assessments
to isolate ChatGPT´s effect. At the end of the research process, a post-test was applied in order to
determine the results of applying ChatGPT to improve writing skills. For the qualitative approach,
an exploratory survey examined students’ experiences, behaviors, and perceptions through semi-
structured written interviews, offering insights into the tool’s usability and challenges.
The study was carried out during an academic semester, and 30 third-semester students
from a university in Riobamba were involved, of whom 19 were male and 11 female (Figure 1).
Participants were in the age range of 18 to 30 years old (Figure 2). After applying the pre-test and
identifying the weaknesses of the students, the lesson plan started.
Students took the pre-test that consisted of four exercises that included: correct use of verb
tenses, question-answer matching, implementing completion, error correction and a space to free-
write a short e-mail answering a specific topic.
Moreover, ChatGPT can increase student engagement by providing adaptive learning
resources that surpass traditional classroom materials. Hawanti (2023) notes that ChatGPT
reduces language anxiety by offering a low-pressure environment for practice, thereby boosting
learners’ confidence and motivation. In addition, students benefit from timely assistance that
clarifies concepts, addresses misconceptions, and reinforces learning in a personalized manner.
This personalized support system fosters a deeper understanding of subjects and empowers
students to progress at their own pace while maintaining educational rigor (Khzouz et. al., 2024).
There are a lot of benefits with the implementation of ChatGPT to write academic texts.
Božić & Poola (2023), suggested that it can transform the educational scenery according to the
different learning experiences and necessities of every participant, providing students with
personalized instruction, improving their language skills, and automating time-consuming tasks
for educators. Adding that, when used correctly, contributes to achieving the desired results
among all participants in the educational context. (Zawacki-Richter et al., 2019)
METHODOLOGY
This study employed a mixed-method design to comprehensively investigate the
effectiveness of ChatGPT in enhancing grammatical accuracy among English language learners
at a university in Riobamba. The convergent parallel design (Creswell & Plano Clark, 2018)
allowed for simultaneous quantitative and qualitative data collection, providing a holistic
understanding of the tool’s impact.
For the research design, a previously validated pre-test with ten exercises and one special
section to assess writing skills was applied as a quantitative approach to measure grammatical
improvement objectively. The control and experimental groups underwent identical assessments
to isolate ChatGPT´s effect. At the end of the research process, a post-test was applied in order to
determine the results of applying ChatGPT to improve writing skills. For the qualitative approach,
an exploratory survey examined students’ experiences, behaviors, and perceptions through semi-
structured written interviews, offering insights into the tool’s usability and challenges.
The study was carried out during an academic semester, and 30 third-semester students
from a university in Riobamba were involved, of whom 19 were male and 11 female (Figure 1).
Participants were in the age range of 18 to 30 years old (Figure 2). After applying the pre-test and
identifying the weaknesses of the students, the lesson plan started.
Students took the pre-test that consisted of four exercises that included: correct use of verb
tenses, question-answer matching, implementing completion, error correction and a space to free-
write a short e-mail answering a specific topic.
Vol. 12/ Núm. 3 2025 pág. 4359
Figure 1
Percentage according to Gender
Source: Pre-test applied to students
Figure 2
Percentage according to the age of the participants
Source: Pre-test applied to students
The Intervention period was implemented during the entire academic semester (4months).
The administration of an instructional plan was designed to improve the students’ grammatical
writing skills using ChatGPT as a complementary instrument. The writing classes were held twice
a week, for 60 minutes. The classes were conducted in the Institute’s laboratory, incorporating
the use of computers to access the ChatGPT platform.
Each session had a structured organization. First, the moderator provided an explanation of
the topic of the day and its components. The use of clear examples was indispensable during these
20 minutes. Then students have to put into practice their knowledge through written activities like
e-mails, short paragraphs, and texts that include structured sentences.
Once students have completed their assignments, it's time to use ChatGPT as a writing
assistant. Students enter all their information into the platform and receive grammatical correction
or feedback through simple prompts such as: "Please check my paragraph for grammar mistakes,
can you improve the sentence structure of my text, explain why this sentence structure is
incorrect?" This way, students receive personalized guidance, immediate error correction, and can
reflect on the errors they found, subconsciously improving their grammatical structures in writing
Figure 1
Percentage according to Gender
Source: Pre-test applied to students
Figure 2
Percentage according to the age of the participants
Source: Pre-test applied to students
The Intervention period was implemented during the entire academic semester (4months).
The administration of an instructional plan was designed to improve the students’ grammatical
writing skills using ChatGPT as a complementary instrument. The writing classes were held twice
a week, for 60 minutes. The classes were conducted in the Institute’s laboratory, incorporating
the use of computers to access the ChatGPT platform.
Each session had a structured organization. First, the moderator provided an explanation of
the topic of the day and its components. The use of clear examples was indispensable during these
20 minutes. Then students have to put into practice their knowledge through written activities like
e-mails, short paragraphs, and texts that include structured sentences.
Once students have completed their assignments, it's time to use ChatGPT as a writing
assistant. Students enter all their information into the platform and receive grammatical correction
or feedback through simple prompts such as: "Please check my paragraph for grammar mistakes,
can you improve the sentence structure of my text, explain why this sentence structure is
incorrect?" This way, students receive personalized guidance, immediate error correction, and can
reflect on the errors they found, subconsciously improving their grammatical structures in writing
Vol. 12/ Núm. 3 2025 pág. 4360
activities.
Finally, students were asked to rewrite their writing text based on the received feedback.
Then they have to interchange their reflection with all the experiment participants. For that, it was
necessary that they share what they learned and what they would avoid in the future. This class
structure was repeated every class, trying to build students’ confidence and improve their
grammatical accuracy in writing skills.
The next chart explains specifically the activities planned for the class, and the materials
and time required.
Table 1
Activities Planned For The Class
Section Learning
Goal
Activity Materials Time
Introduction Remember
previous
knowledge and
introduce the
new
grammatical
topic.
-Using questions: What do
you know about the present
continuous?
-Teacher presents the topic
Projector
Slides
5 minutes
Explanation Provide
structure
guides and use
them in
context
-Teacher shows structure,
uses, and examples of the
present continuous.
Projector
Slides
15 minutes
Writing
practice
Students apply
grammar
knowledge in
writing
activities
-Students write a short
paragraph (80 words) about
their current activities.
Laboratory
computers
20 minutes
Chat GPT
assistance
Use ChatGPT
to identify and
understand
grammatical
mistakes
-Students enter their
paragraph into ChatGPT
platform.
Use prompts such as: “Can
you explain why the
sentence is incorrect?”
Laboratory
computers
Internet
10 minutes
Rewriting and
Reflection
Reflect on
mistakes and
apply
corrections
-Students rewrite the
paragraph.
-Students reflect on what
they have learnt today.
Laboratory
computers
5 minutes
After four months following the research planning, a post-test was administered to the
participants to determine their improvements during the grammatical experiment. Finally, the
implementation of a digital survey from Google Forms was also essential. In this digital survey,
Students expressed what were their experiences, opinions, and challenges while using the
ChatGPT tool. The usage of these instruments provided a collection of experiences, perspectives,
activities.
Finally, students were asked to rewrite their writing text based on the received feedback.
Then they have to interchange their reflection with all the experiment participants. For that, it was
necessary that they share what they learned and what they would avoid in the future. This class
structure was repeated every class, trying to build students’ confidence and improve their
grammatical accuracy in writing skills.
The next chart explains specifically the activities planned for the class, and the materials
and time required.
Table 1
Activities Planned For The Class
Section Learning
Goal
Activity Materials Time
Introduction Remember
previous
knowledge and
introduce the
new
grammatical
topic.
-Using questions: What do
you know about the present
continuous?
-Teacher presents the topic
Projector
Slides
5 minutes
Explanation Provide
structure
guides and use
them in
context
-Teacher shows structure,
uses, and examples of the
present continuous.
Projector
Slides
15 minutes
Writing
practice
Students apply
grammar
knowledge in
writing
activities
-Students write a short
paragraph (80 words) about
their current activities.
Laboratory
computers
20 minutes
Chat GPT
assistance
Use ChatGPT
to identify and
understand
grammatical
mistakes
-Students enter their
paragraph into ChatGPT
platform.
Use prompts such as: “Can
you explain why the
sentence is incorrect?”
Laboratory
computers
Internet
10 minutes
Rewriting and
Reflection
Reflect on
mistakes and
apply
corrections
-Students rewrite the
paragraph.
-Students reflect on what
they have learnt today.
Laboratory
computers
5 minutes
After four months following the research planning, a post-test was administered to the
participants to determine their improvements during the grammatical experiment. Finally, the
implementation of a digital survey from Google Forms was also essential. In this digital survey,
Students expressed what were their experiences, opinions, and challenges while using the
ChatGPT tool. The usage of these instruments provided a collection of experiences, perspectives,
Vol. 12/ Núm. 3 2025 pág. 4361
and data related to the use of ChatGPT in English language grammar skills.
RESULTS
This part of the study presents the analysis of the results obtained from the different
instruments applied during the experimental research, which has the objective of evaluating the
effectiveness of ChatGPT as a tool to improve grammatical accuracy in the writing skills of third
semester university students. The combination of mixed methods was totally necessary to
measure quantitative data (pre-test and post-test) and the analysis of qualitative data (semi-
structured interviews). These instruments allowed the measurement and understanding of the
recollected information from student’s perception with the utilization of AI assisted writing tools.
At the beginning of the present study, a pre-test was conducted to determine the level of
grammatical knowledge students have when they develop written activities. Table 2 shows the
results of students after the pre-test was applied.
Table 2
Scores of students in pre-test
PRE-TEST
Question 1 (3p)
Question 2
(3p)
Question 3
(2p) Question 4 (2p) Total Score
Student 1 3 1 2 2 8
Student 2 2 3 0,5 1,5 7
Student 3 3 3 0 2 8
Student 4 1 3 2 1,5 7,5
Student 5 1 2 2 1,5 6,5
Student 6 3 1 0,5 1 5,5
Student 7 0 3 0,5 1,5 5
Student 8 1 2 0,5 0,5 4
Student 9 0 3 1,5 2 6,5
Student 10 3 1 1 1 6
Student 11 2 3 2 1,5 8,5
Student 12 1 3 1,5 2 7,5
Student 13 2 2 2 0,5 6,5
Student 14 3 3 1 1 8
Student 15 2 2 1,5 1,5 7
Student 16 2 3 2 1 8
Student 17 2 0 1 1,5 4,5
Student 18 3 3 1,5 1 8,5
Student 19 1 1 1,5 2 5,5
Student 20 2 3 2 1,5 8,5
Student 21 3 3 1,5 2 9,5
Student 22 3 2 1 1 7
and data related to the use of ChatGPT in English language grammar skills.
RESULTS
This part of the study presents the analysis of the results obtained from the different
instruments applied during the experimental research, which has the objective of evaluating the
effectiveness of ChatGPT as a tool to improve grammatical accuracy in the writing skills of third
semester university students. The combination of mixed methods was totally necessary to
measure quantitative data (pre-test and post-test) and the analysis of qualitative data (semi-
structured interviews). These instruments allowed the measurement and understanding of the
recollected information from student’s perception with the utilization of AI assisted writing tools.
At the beginning of the present study, a pre-test was conducted to determine the level of
grammatical knowledge students have when they develop written activities. Table 2 shows the
results of students after the pre-test was applied.
Table 2
Scores of students in pre-test
PRE-TEST
Question 1 (3p)
Question 2
(3p)
Question 3
(2p) Question 4 (2p) Total Score
Student 1 3 1 2 2 8
Student 2 2 3 0,5 1,5 7
Student 3 3 3 0 2 8
Student 4 1 3 2 1,5 7,5
Student 5 1 2 2 1,5 6,5
Student 6 3 1 0,5 1 5,5
Student 7 0 3 0,5 1,5 5
Student 8 1 2 0,5 0,5 4
Student 9 0 3 1,5 2 6,5
Student 10 3 1 1 1 6
Student 11 2 3 2 1,5 8,5
Student 12 1 3 1,5 2 7,5
Student 13 2 2 2 0,5 6,5
Student 14 3 3 1 1 8
Student 15 2 2 1,5 1,5 7
Student 16 2 3 2 1 8
Student 17 2 0 1 1,5 4,5
Student 18 3 3 1,5 1 8,5
Student 19 1 1 1,5 2 5,5
Student 20 2 3 2 1,5 8,5
Student 21 3 3 1,5 2 9,5
Student 22 3 2 1 1 7
Vol. 12/ Núm. 3 2025 pág. 4362
Student 23 2 3 2 1 8
Student 24 3 2 1,5 2 8,5
Student 25 1 2 2 0,5 5,5
Student 26 3 3 1,5 0,5 8
Student 27 2 2 1,5 2 7,5
Student 28 3 2 2 1,5 8,5
Student 29 3 3 1 1 8
Student 30 2 1 1 1,5 5,5
TOTAL 62 68 41,5 41 212,5
Overall Score 2,07 2,27 1,38 1,37 7,08
Source: Pre-test applied to students.
Table 3
Overall Score of Pre-test
Section Overall Score
Question 1 2.07/3
Question 2 2.27/3
Question 3 1.38/2
Question 4 1.37/2
Total 7.08/10
Percentage 71%
Source: Pre-test applied to students
When implementing the pre-test, it was evident that students had quite high scores in
questions 1 and 2, since the majority of students dominate these types of structures. These
correspond to basic grammar topics with questions about the use of Simple Present and Present
Continuous tenses.On the other hand, participants had more difficulty in forming conversations
and slightly more advanced structures and connectors (question 3 and 4), which was where the
students obtained low scores and found more difficulty when completing them. Table 2. shows
the overall scores of pre-test. Question 1 and 2 obtained 2.07 and 2.27 out of 3 points each, while
question 3 obtained 1.38 and question 4 got 1.37 out of 2 points. The average score for the course
was 7.08 out of 10 points representing a 71 per cent in total.
After completing the class planning, at the end of the semester, a post-test was
administered to evaluate the students’ progress. Table 3 shows the results obtained.
Student 23 2 3 2 1 8
Student 24 3 2 1,5 2 8,5
Student 25 1 2 2 0,5 5,5
Student 26 3 3 1,5 0,5 8
Student 27 2 2 1,5 2 7,5
Student 28 3 2 2 1,5 8,5
Student 29 3 3 1 1 8
Student 30 2 1 1 1,5 5,5
TOTAL 62 68 41,5 41 212,5
Overall Score 2,07 2,27 1,38 1,37 7,08
Source: Pre-test applied to students.
Table 3
Overall Score of Pre-test
Section Overall Score
Question 1 2.07/3
Question 2 2.27/3
Question 3 1.38/2
Question 4 1.37/2
Total 7.08/10
Percentage 71%
Source: Pre-test applied to students
When implementing the pre-test, it was evident that students had quite high scores in
questions 1 and 2, since the majority of students dominate these types of structures. These
correspond to basic grammar topics with questions about the use of Simple Present and Present
Continuous tenses.On the other hand, participants had more difficulty in forming conversations
and slightly more advanced structures and connectors (question 3 and 4), which was where the
students obtained low scores and found more difficulty when completing them. Table 2. shows
the overall scores of pre-test. Question 1 and 2 obtained 2.07 and 2.27 out of 3 points each, while
question 3 obtained 1.38 and question 4 got 1.37 out of 2 points. The average score for the course
was 7.08 out of 10 points representing a 71 per cent in total.
After completing the class planning, at the end of the semester, a post-test was
administered to evaluate the students’ progress. Table 3 shows the results obtained.
Vol. 12/ Núm. 3 2025 pág. 4363
Table 4
Scores of students in post-test
POST-TEST
Question 1 (3p) Question 2 (3p) Question 3 (2p) Question 4 (2p) Total Score
Student 1 3 2 2 2 9
Student 2 3 2 1,5 1,5 8
Student 3 3 3 1,5 2 9,5
Student 4 2 2 2 2 8
Student 5 3 2 1 1,5 7,5
Student 6 3 3 2 1,5 9,5
Student 7 1 2 1 1,5 5,5
Student 8 2 2 1 1 6
Student 9 1 2 1 2 6
Student 10 3 3 2 1,5 9,5
Student 11 3 3 2 2 10
Student 12 2 3 1,5 2 8,5
Student 13 3 2 2 1 8
Student 14 3 3 2 1,5 9,5
Student 15 2 2 2 1,5 7,5
Student 16 3 3 2 1,5 9,5
Student 17 2 2 1 1 6
Student 18 3 3 1,5 1,5 9
Student 19 2 3 2 2 9
Student 20 3 3 2 2 10
Student 21 3 3 1,5 1,5 9
Student 22 3 3 2 1,5 9,5
Student 23 3 3 1,5 1,5 9
Student 24 3 3 2 2 10
Student 25 3 3 2 1,5 9,5
Student 26 3 3 1 1,5 8,5
Student 27 3 2 2 2 9
Student 28 3 3 2 2 10
Student 29 3 3 2 2 10
Student 30 3 2 2 1,5 8,5
TOTAL 80 78 51 49,5 258,5
Overall Score 2,67 2,60 1,70 1,65 8,62
Source: Post-test applied to students
The results of the post-test revealed a significant improvement in questions 1 and 2,
confirming that the group’s knowledge of basic structures (Simple Present and Present
Continuous) is consolidated. Nevertheless, the participants’ performance in questions 3 and 4,
which require the use of slightly more complex structures, has improved. Although several
students still have difficulty structuring conversations and texts, most have improved their
Table 4
Scores of students in post-test
POST-TEST
Question 1 (3p) Question 2 (3p) Question 3 (2p) Question 4 (2p) Total Score
Student 1 3 2 2 2 9
Student 2 3 2 1,5 1,5 8
Student 3 3 3 1,5 2 9,5
Student 4 2 2 2 2 8
Student 5 3 2 1 1,5 7,5
Student 6 3 3 2 1,5 9,5
Student 7 1 2 1 1,5 5,5
Student 8 2 2 1 1 6
Student 9 1 2 1 2 6
Student 10 3 3 2 1,5 9,5
Student 11 3 3 2 2 10
Student 12 2 3 1,5 2 8,5
Student 13 3 2 2 1 8
Student 14 3 3 2 1,5 9,5
Student 15 2 2 2 1,5 7,5
Student 16 3 3 2 1,5 9,5
Student 17 2 2 1 1 6
Student 18 3 3 1,5 1,5 9
Student 19 2 3 2 2 9
Student 20 3 3 2 2 10
Student 21 3 3 1,5 1,5 9
Student 22 3 3 2 1,5 9,5
Student 23 3 3 1,5 1,5 9
Student 24 3 3 2 2 10
Student 25 3 3 2 1,5 9,5
Student 26 3 3 1 1,5 8,5
Student 27 3 2 2 2 9
Student 28 3 3 2 2 10
Student 29 3 3 2 2 10
Student 30 3 2 2 1,5 8,5
TOTAL 80 78 51 49,5 258,5
Overall Score 2,67 2,60 1,70 1,65 8,62
Source: Post-test applied to students
The results of the post-test revealed a significant improvement in questions 1 and 2,
confirming that the group’s knowledge of basic structures (Simple Present and Present
Continuous) is consolidated. Nevertheless, the participants’ performance in questions 3 and 4,
which require the use of slightly more complex structures, has improved. Although several
students still have difficulty structuring conversations and texts, most have improved their
Vol. 12/ Núm. 3 2025 pág. 4364
output. These factors indicate that by continuing to implement strategies to further reinforce
grammatical knowledge, the group could achieve mastery of all the assessed aspects.
Table 5
Overall scores in post-test
Section Overall Score
Question 1 2.67/3
Question 2 2,60/3
Question 3 1.70/2
Question 4 1.65/2
Total 8.62/10
Percentage 86%
Source: Post-test applied to students
Table 4 shows the overall scores of post-test. Question 1 and 2 obtained 2.67 and 2.60
out of 3 points each, while question 3 obtained 1.70 and question 4 got 1.65 out of 2 points. The
average score for the course was 8.62 out of 10 points representing 86 per cent in total and
increasing the average course scores from 71% (pre-test) to 86% (post-test), representing a 15-
percentage-point gain and a 21.13% relative improvement.
Finally, a survey was conducted indicating a positive impression of using ChatGPT as a
tool to improve writing skills for students. Since, most of them have selected between 4 and 5 on
the Likert scale for every question. This suggests that they are quite satisfied with the utilization
of the technological tool during their written practice. Adding that this resource has improved the
grammatical structure of their sentences due to the practical classes and feedback that they receive
from it.
Table 6
Satisfaction survey
Columna 1 1 2 3 4 5
1. How helpful was ChatGPT to
develop written activities? 1 2 4 9 14
2. How comfortable do you feel
using ChatGPT during writing
exercises?
0 3 5 4 18
3, How effective was ChatGPT to
enhance your grammatical learning
during this semester?
0 1 8 8 13
4. ¿Do you feel that ChatGPT
platform helped you complete your
task faster?
0 1 4 9 16
5. Was useful the feedback received
by ChatGPT on your writing
performance?
0 1 5 10 14
output. These factors indicate that by continuing to implement strategies to further reinforce
grammatical knowledge, the group could achieve mastery of all the assessed aspects.
Table 5
Overall scores in post-test
Section Overall Score
Question 1 2.67/3
Question 2 2,60/3
Question 3 1.70/2
Question 4 1.65/2
Total 8.62/10
Percentage 86%
Source: Post-test applied to students
Table 4 shows the overall scores of post-test. Question 1 and 2 obtained 2.67 and 2.60
out of 3 points each, while question 3 obtained 1.70 and question 4 got 1.65 out of 2 points. The
average score for the course was 8.62 out of 10 points representing 86 per cent in total and
increasing the average course scores from 71% (pre-test) to 86% (post-test), representing a 15-
percentage-point gain and a 21.13% relative improvement.
Finally, a survey was conducted indicating a positive impression of using ChatGPT as a
tool to improve writing skills for students. Since, most of them have selected between 4 and 5 on
the Likert scale for every question. This suggests that they are quite satisfied with the utilization
of the technological tool during their written practice. Adding that this resource has improved the
grammatical structure of their sentences due to the practical classes and feedback that they receive
from it.
Table 6
Satisfaction survey
Columna 1 1 2 3 4 5
1. How helpful was ChatGPT to
develop written activities? 1 2 4 9 14
2. How comfortable do you feel
using ChatGPT during writing
exercises?
0 3 5 4 18
3, How effective was ChatGPT to
enhance your grammatical learning
during this semester?
0 1 8 8 13
4. ¿Do you feel that ChatGPT
platform helped you complete your
task faster?
0 1 4 9 16
5. Was useful the feedback received
by ChatGPT on your writing
performance?
0 1 5 10 14
Vol. 12/ Núm. 3 2025 pág. 4365
Source: Google form
DISCUSSION
This study explored the extent to which ChatGPT can support the improvement of
grammatical accuracy in written task among a group of university students in Riobamba. The
findings revealed that, after the intervention period of approximately four months, participants
demonstrated noticeable progress in their written production, particularly in the correct use of
verb tenses and sentence structures. These results indicate that the integration of ChatGPT into
academic writing tasks can significantly contribute to reducing grammatical errors and fostering
greater linguistic precision.
An additional factor that reinforced these outcomes was the students’ positive perception
of the tool. They reported feeling comfortable using ChatGPT, mainly due to its immediacy,
personalization, and adaptability to individual needs. Such perceptions highlight the potential of
AI-based tools not only to improve language accuracy but also to increase student motivation and
engagement in the writing process.
However, one limitation of the study was the time frame, as a semester may not be
sufficient to fully capture the long-term effects of AI integration in language learning. Moreover,
broader research that incorporates diverse methodological approaches and larger samples would
be necessary to strengthen the validity and generalizability of the findings. These considerations
open avenues for future studies to further examine the role of ChatGPT and other AI-driven tools
in supporting different dimensions of second language acquisition, including writing, speaking,
and overall communicative competence.
CONCLUSION
The results of the present research on Improving Grammatical Accuracy through
ChatGPT: A Study of University Students in Riobamba suggest that the implementation of Chat
GPT as a digital tool had a favorable impact on students’ learning process. The participants who
were immersed in the research felt supported and beneficiated when using this tool in their written
tasks, as they were able to obtain several benefits by reviewing their mistakes, thus receiving
immediate feedback. They were also able to verify the grammatical structures, which, through
adequate and constant practice, permitted a better understanding of their writings.
Furthermore, the study highlights the potential of ChatGPT to create a supportive and non-
threatening learning environment, where learners can engage in experimentation and self-
correction without the fear of making mistakes publicly. These findings underscore the relevance
of integrating AI-assisted tools into higher education to complement traditional instruction and
provide students with additional opportunities for personalized language practice.
In conclusion, while further research is required to confirm these results on a larger scale
Source: Google form
DISCUSSION
This study explored the extent to which ChatGPT can support the improvement of
grammatical accuracy in written task among a group of university students in Riobamba. The
findings revealed that, after the intervention period of approximately four months, participants
demonstrated noticeable progress in their written production, particularly in the correct use of
verb tenses and sentence structures. These results indicate that the integration of ChatGPT into
academic writing tasks can significantly contribute to reducing grammatical errors and fostering
greater linguistic precision.
An additional factor that reinforced these outcomes was the students’ positive perception
of the tool. They reported feeling comfortable using ChatGPT, mainly due to its immediacy,
personalization, and adaptability to individual needs. Such perceptions highlight the potential of
AI-based tools not only to improve language accuracy but also to increase student motivation and
engagement in the writing process.
However, one limitation of the study was the time frame, as a semester may not be
sufficient to fully capture the long-term effects of AI integration in language learning. Moreover,
broader research that incorporates diverse methodological approaches and larger samples would
be necessary to strengthen the validity and generalizability of the findings. These considerations
open avenues for future studies to further examine the role of ChatGPT and other AI-driven tools
in supporting different dimensions of second language acquisition, including writing, speaking,
and overall communicative competence.
CONCLUSION
The results of the present research on Improving Grammatical Accuracy through
ChatGPT: A Study of University Students in Riobamba suggest that the implementation of Chat
GPT as a digital tool had a favorable impact on students’ learning process. The participants who
were immersed in the research felt supported and beneficiated when using this tool in their written
tasks, as they were able to obtain several benefits by reviewing their mistakes, thus receiving
immediate feedback. They were also able to verify the grammatical structures, which, through
adequate and constant practice, permitted a better understanding of their writings.
Furthermore, the study highlights the potential of ChatGPT to create a supportive and non-
threatening learning environment, where learners can engage in experimentation and self-
correction without the fear of making mistakes publicly. These findings underscore the relevance
of integrating AI-assisted tools into higher education to complement traditional instruction and
provide students with additional opportunities for personalized language practice.
In conclusion, while further research is required to confirm these results on a larger scale
Vol. 12/ Núm. 3 2025 pág. 4366
and over extended periods, the evidence from this study demonstrates that ChatGPT can be a
valuable resource in improving grammatical accuracy and enhancing the overall learning
experience of university students learning English as a foreign language in Ecuador.
and over extended periods, the evidence from this study demonstrates that ChatGPT can be a
valuable resource in improving grammatical accuracy and enhancing the overall learning
experience of university students learning English as a foreign language in Ecuador.
Vol. 12/ Núm. 3 2025 pág. 4367
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6063), 1-11. 10.37745/bjel.2013/vol10n3111
Božić, V., & Poola, I. (2023, april 11). Chat GPT and education.
https://www.researchgate.net/publication/369926506_Chat_GPT_and_education
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P., Sastry, G., Askell, A., Agarwal, S., Herbert-Voss, A., Krueger, G., Henighan, T., Child,
R., Ramesh, A., Ziegler, D., Wu, J., & Winter, C. (2020, May 28). Language Models are
Few-Shot Learners. arXiv. 10.48550/arXiv.2005.14165
Busbus, S., Pelila, J. R., Tabag, L., Bannawi, A., Copete, J., & Bonilla, F. C. (2021, october 1).
The Focus of Grammar in International Examinations. Journal of Language Education and
Educational Technology, 6(2502-3306), 72 - 87.
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student engagement. International Journal of Technology in Education (IJTE), 8(3), 667-
680. https://doi.org/10.46328/ijte.1162
Hawanti, S., & Zubaydulloevna, K. (2023, december 5). AI chatbot-based learning: alleviating
students' anxiety in english writing classroom. Bulletin of Social Informatics Theory and
Application, 7(7(2):182-192).
https://www.researchgate.net/publication/376230634_AI_chatbot-
based_learning_alleviating_students'_anxiety_in_english_writing_classroom
Khzouz, A., Salaita, O., Al-Issaw, J., & Altaher, B. (2024, December 4). Exploring ChatGPT
Practices and User Experiences in Learning English Skills. Theory and Practice in
Language Studie, 14, 3959-3969. https://doi.org/10.17507/tpls.1412.31
Kumari, G., Kumbhakar, M., & Kumar, N. (2024, december 28). IMPORTANCE OF
GRAMMAR TEACHING TO ENHANCE ENGLISH LANGUAGE COMPETENCE OF
ESL LEARNERS. INTERNATIONAL JOURNAL OF CULTURAL STUDIES AND
SOCIAL SCIENCES, 20(2347-4777), 25 - 31.
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_TEACHING_TO_ENHANCE_ENGLISH_LANGUAGE_COMPETENCE_OF_ESL_L
EARNERS
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Feedback. Frontiers in Science and Engineering, 5(2710‐0588), 269 - 275.
10.54691/7g21s696
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Workshop on Innovation in Language Teaching and Learning, 186-195.
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Workshop on Innovation in Language Teaching and Learning, 186-195.
10.5281/zenodo.3947215
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Writing through Digital Tools: A Systematic Review. Journal of Language and Literature
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10.5539/elt.v16n5p31
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assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students.
Frontiers in Psychology, 14. 10.3389/fpsyg.2023.1260843
Zawacki-Richter, O., Marín, V., Bond, M., & Gouverneur, F. (2019, october 28). Systematic
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_artificial_intelligence_applications_in_higher_education_-where_are_the_educators