FRIEND OR FOE: EXPLORING THE USE OF THE CHATGPTPS MODEL IN TEACHING WRITING IN YEAR 5 ESL CLASSROOM

Abstract

Education for global citizenship helps pupils develop the core competencies that allow them to actively engage with the world based on quality education in the Suitable Development Goals. Natural language processing systems, such as ChatGPT, the most technologically advanced chatbot to date, are gaining popularity in the primary ESL classroom. Studies suggest that implementing ChatGPT in the ESL classroom has its advantages and disadvantages. This paper seeks to explore the use of ChatGPT and peer support technique in the teaching of writing in the Year 5 ESL Classroom using the process writing approach. Pupils will pair up according to their levels of proficiency, where one weak pupil will be working with one proficient pupil. The research participants are 50 Year 5 pupils from a rural Chinese-medium primary school in Melaka and two Chinese-medium primary schools in Kuala Lumpur, Malaysia. The research is conducted based on the Design and Development Research Model using a mixed-mode method. The results show that the pupils engaged actively and collaborated with their peers in using the ChatGPT to support them in their writing process. It lowers their affective filter and anxiety during the lesson. Pupils' work indicates that they can generate ideas, use higher-level vocabulary, and organise and structure better writing. A balanced strategy between technology and interpersonal connection has been made possible by the combination of ChatGPT and peer support technique. The research has provided insightful experience to the researchers, showing that young learners are capable of using AI tools with ethics and proper guidance.