A COMPARISON OF THAI CREATIVE WRITING ACHIEVEMENT BETWEEN TRADITIONAL INSTRUCTION AND CHATGPT-ASSISTED INSTRUCTION AMONG SIXTH-GRADE STUDENTS IN THE ERA OF DIGITAL TRANSFORMATION
DOI:
https://doi.org/10.55003/JIE.25105Keywords:
ChatGPT, Creative Writing, Thai Language, Artificial Intelligence in Education, Elementary StudentsAbstract
This study employed a within-subjects experimental design with 41 Grade 6 students from a demonstration school in Bangkok, Thailand, during the first semester of the 2025 academic year across eight instructional periods. Each student received both traditional instruction and ChatGPT-assisted instruction in four genres of Thai creative writing: imaginative essays, storytelling, descriptive and expressive writing, and persuasive speech. Research instruments included two sets of lesson plans (four plans each), genre-specific writing assessment rubrics, and an open-ended attitude questionnaire. Quantitative data were analyzed using a paired-samples t-test, while qualitative data were analyzed through content analysis. The results revealed that students’ mean scores in creative writing under ChatGPT-assisted instruction ( = 7.78, SD = 0.66) were significantly higher than those under traditional instruction (
= 6.63, SD = 0.76) at the 0.05 level. Statistically significant differences were observed across all writing genres. Furthermore, students expressed positive attitudes toward ChatGPT integration, reporting improved writing fluency, enhanced language use, expanded imagination, and increased confidence. At the same time, students demonstrated critical awareness of ChatGPT’s limitations, including overly simplified story structures and linguistic complexity in certain genres. These findings indicate that integrating ChatGPT into Thai language instruction is highly effective in enhancing elementary students’ creative writing skills. However, it should be used as a supplementary tool under teacher supervision, alongside the development of students’ critical thinking skills to maximize its pedagogical benefits and address its limitations in language learning contexts.
References
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). Impact of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51.
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.3390/journalofai7010003.
Hasanein, A. M., & Sobaih, A. E. E. (2023). Drivers and consequences of ChatGPT use in higher education: Key stakeholder perspectives. European Journal of Investigation in Health, Psychology and Education, 13(11), 2599–2614. https://doi.org/10.3390/ejihpe13110181.
Institute for the Promotion of Teaching Science and Technology. (2025). PISA 2022 results: Mathematics, reading, and science. Ministry of Education. (in Thai)
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.
Maghamil, M. C., & Sieras, S. G. (2024). Impact of ChatGPT on the academic writing quality of senior high school students. Journal of English Language Teaching and Applied Linguistics, 6(2), 115–128. https://doi.org/10.32996/jeltal.
Marzuki, M., Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469.
Ministry of Education. (2017). Indicators and core learning content: Thai language learning area (revised edition B.E. 2560) according to the basic education core curriculum B.E. 2551. Agricultural Cooperative Federation of Thailand Printing. (in Thai)
Ministry of Education. (2008). The basic education core curriculum B.E. 2551. Agricultural Cooperative Federation of Thailand. (in Thai)
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students' writing skills. Cogent Education, 11(1), 1–12. https://doi.org/10.1080/2331186X.2024.2410101.
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 1–21. https://doi.org/10.3390/app13095783.
Rangseepanya, T., & Art-in, S. (2025). The development of creative writing ability of Grade 10 students using creativity-based learning with ChatGPT. Journal of Humanities and Social Sciences, Nakhon Phanom University, 15(1), 346–360. (in Thai)
Santhuenkaew, T. (2024). Using artificial intelligence technology AI (ChatGPT) to promote writing skills. Journal of Applied Education, 2(2), 45–58. (in Thai)
Siripipatthanakul, S., Phuangsuwan, P., Rakpathum, P., & Wattanakul, T. (2024). Integrating ChatGPT into higher education: Benefits and challenges. International Journal of Behavioral Analytics, 4(1), 1–14.
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. ECNU Review of Education, 6(3), 355–366.
Thammanan, S., & Bamroongcheep, U. (2025). Wonderful ChatGPT creating content for communication of learners in the AI era. Social Studies Review Journal, 1(3), 96–110. (in Thai)
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Industrial Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
"The opinions and contents including the words in papers are responsibility by the authors."
"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"
