Writing Quality and Revision Practices in Digital Library Writing Support Services: Examining ChatGPT as an AI-Based Information Tool

Abstract

This research investigated the impact of ChatGPT on writing quality and revision practices within the context of digital library support services in academic information environments. Within library and information science, digital libraries have evolved beyond content provision to offer AI-driven services, including assistance with academic writing, feedback mediation, and research facilitation. Consequently, the interaction between users and these AI-enabled tools is critical for the effective design and management of digital library offerings. A mixed-methods approach was employed, combining quantitative and qualitative data from 40 intermediate English language learners at a Saudi university. Participants were divided into experimental groups, which utilised digitally mediated writing support spaces, and a control group, matched for writing ability and experience, that did not use such resources. Data collection comprised assessments of writing quality, analyses of revision strategies, and participant reflections, enabling evaluation of both textual outputs and user engagement with feedback and information-seeking behaviour. Findings demonstrate that ChatGPT significantly enhances writing quality in digital library contexts, particularly in vocabulary acquisition, grammatical accuracy, and structural organisation. Additionally, the tool facilitates autonomous revision by offering iterative feedback and encouraging self-monitoring, aligning with contemporary digital library service models. However, improvements in coherence were modest, suggesting limitations in the AI’s capacity to interpret cultural and contextual subtleties inherent in academic writing.