ChatGPT’s integration into educational institutions has recently captured attention, especially in English language teaching. However, its integration appears to be more effective in writing courses than in public speaking courses. This paper aims to analyze and compare the impact of integrating ChatGPT into these courses by examining how students perceive its autonomous use. Quantitative and qualitative data were collected through two surveys administered to students. The data analysis focused on metrics such as familiarity, frequency of use, areas of support, and overall impact on confidence and anxiety. ChatGPT is similarly used in both writing and public speaking courses, providing significant support in idea generation as an advanced search engine. In fact, the reported frequency of use is comparable, about 60%. The results suggest that while ChatGPT is used in these courses, there are still challenges related to its accuracy, reliability, repetition, and redundancy. Conclusions: ChatGPT has significant potential as a teaching tool in English language courses. Professors should guide students in using ChatGPT effectively, emphasizing the importance of critically evaluating the generated output.

Keywords: ChatGPT, English Writing Courses, Generative AI, Higher Education, Public Speaking Courses.