AI-assisted writing and the impact of ChatGPT on Greek-speaking students with and without learning disabilities. Outcomes from a repeated measures design

Elena C. Papanastasiou, Evdokia Pittas, Marina Rodosthenous-Balafa, Georgios Lampropoulos 2026 Convergence Chronicles

Abstract

This study examines the impact of structured instruction on artificial intelligence (AI) use for improving academic writing in a non-English context. Participants included first-year students enrolled in a teacher education program, including some with disabilities. Three writing tasks were designed: typed essay, AI-based essay, and a critical AI use essay. The repeated measures analyses revealed that targeted AI integration supported overall writing quality, as indicated by improvements in language use, structure, and content. Additionally, students felt more confident when familiarizing themselves with effective prompt strategies. Students with learning difficulties exhibited the most substantial progress, demonstrating enhanced performance and self-efficacy. Unexpectedly, participants perceived typed essays as offering greater equity of access, a finding attributed to limited AI familiarity at the time of the study.

Identifier Metadata

Identifier	110.0941/CON.2026.00912
Canonical	mdoi:110.0941/CON.2026.00912
Resolver URL	https://mdoi.org/110.0941/CON.2026.00912
Resource URL	Open resource
Document URL	Open document
Content Type	Article
Authors	Elena C. Papanastasiou, Evdokia Pittas, Marina Rodosthenous-Balafa, Georgios Lampropoulos
Year	2026
Depositor	Convergence Chronicles Organisation
Prefix	110.0941
Registered	Aug. 1, 2026
Updated	Aug. 1, 2026
Status	Active
Visibility	Public

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AI-assisted writing and the impact of ChatGPT on Greek-speaking students with and without learning disabilities. Outcomes from a repeated measures design

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