This study examines the impact of ChatGPT on improving writing skills in teaching Turkish as a foreign language, based on the perspectives of both students and instructors. Conducted with B2-level international students and experienced instructors at a TÖMER unit in Istanbul, the research employed an case study design, one of the qualitative research methods. Data were collected through semi-structured interviews and analysed using content analysis. The findings revealed that ChatGPT is perceived as a strong complementary tool in the writing process due to its functions such as providing instant feedback, supporting grammar and vocabulary use, and generating ideas. Students emphasized that immediate feedback and constant accessibility increased motivation, whereas instructors pointed out limitations such as insufficient pedagogical depth and inadequate encouragement of creativity and critical thinking. Additionally, the study highlighted that overreliance on artificial intelligence may reduce learners’ sense of responsibility. Both groups agreed that ChatGPT alone is not sufficient and should be used in a balanced manner with instructor guidance. The research indicates that conscious integration of AI tools, supported by pedagogical scaffolding, can contribute significantly to the development of writing skills.

ChatGPT, writing skills, teaching Turkish as a foreign language, AI-assisted learning, instructor guidance