Razi Univesity Technology Assisted Language Education 2981-1465 4 2 2026 06 30 AI-Powered Writing in the EFL Classroom: The Pedagogical Role of ChatGPT 101 122 4377 10.22126/tale.2026.13655.1175 EN Behzad Aghajanzadeh Kiasi Department of English Language,Islamic Azad University, Rasht Branch, Rasht, Iran Abbas Pourhosein Gilakjani Department of English Language Translation, La. C., Islamic Azad University, Lahijan, Iran 0000-0002-0135-4105 Journal Article 2026 02 20 Generative Artificial Intelligence (AI) systems, such as ChatGPT, hold significant potential to reshape. This study compared the impact of ChatGPT-supported writing activities with intentional instruction on the writing performance of Iranian intermediate EFL learners. Fifty-six learners from Zaban Iran English Language Institute in Rasht, Iran, were selected via the Solutions Placement Test and assigned to one experimental and one control group, each with 28 participants. After establishing homogeneity with a pretest, the experimental group engaged in writing tasks facilitated by ChatGPT, while the control group received traditional writing instruction. An immediate posttest and a delayed posttest two weeks later measured both immediate performance and retention. Analyses using independent and paired-samples t-tests revealed that the experimental group significantly outperformed the control group in writing proficiency and retention, indicating that AI-supported instruction can enhance L2 writing outcomes. The results highlight the pedagogical value of integrating ChatGPT into writing pedagogy and suggest that conventional methods can be strengthened through AI-assisted approaches. Nonetheless, effective implementation requires careful planning, ongoing teacher training, and robust professional support to address challenges such as tool reliability, alignment with learning objectives, and data privacy considerations. https://tale.razi.ac.ir/article_4377_a73fa10724478919812cc05ab9addd4b.pdf