The Impact of Using Generative Pre-Trained Transformer (GPT)on Advancing Creative Writing Skills in Literature Course for Undergraduate Students in Algeria

Authors

  • Wafa Nouari Department of English Language and Literature. Faculty of Letters and Foreign Languages, University of Mostefa Benboulaid, Batna 2, Algeria
  • Samia Mouas Department of English Language and Literature. Faculty of Letters and Foreign Languages, University of Mostefa Benboulaid, Batna 2, Algeria
  • Mohamed El Amine Hraki Department of Arabic Language and Literature. Faculty of Arabic Letters and Languages, University of Kasdi Merbah, Ouargla, Algeria

DOI:

https://doi.org/10.47750/jett.2024.15.01.027

Keywords:

Creative Writing Course, Experimental Study, GPT in Education, Figures of Language, Mixed Methods, Narrative Development

Abstract

The present study investigates the impact of Generative Pre-trained Transformer (GPT) technology on creative writing skills (CWS) among undergraduate literature students in Algeria. Using a mixed methods approach, the study explores how integrating GPT into literature courses influences students’ ability to employ figures of language and literary devices in their narratives. The findings revealed that the use of GPT significantly enhanced the ability to describe settings in creative writing (CW).Qualitatively, GPT enriched narrative development and offered new perspectives in storytelling. The study suggests that usingGPT as a pedagogical tool can provide qualitative educational benefits, encouraging further research into AI-assisted learning strategies in higher education

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