INTEGRATING AI-POWERED WRITING ASSISTANTS TO ENHANCE EFL STUDENTS’ ACADEMIC WRITING SKILLS: A MIXED-METHODS STUDY IN HIGHER EDUCATION
Keywords:
Academic writing, AI tools, EFL learners, Writing instruction, AI tools, EFL learners, Writing instruction, Student perceptionAbstract
ABSTRACT
Purpose: This study investigates the impact of AI-powered writing assistants on the academic writing performance of EFL students in higher education and explores students’ perceptions of these tools as part of their learning process.
Design/methodology/approach: A convergent mixed-methods design was employed involving 25 undergraduate students from the English Education Program at STKIP Muhammadiyah Sungai Penuh. Students participated in pretest–posttest writing tasks using Grammarly Premium and ChatGPT, followed by semi-structured interviews. Writing performance was assessed using a rubric adapted from IELTS Task 2, and data were analyzed using paired-samples t-tests and thematic analysis.
Findings: The results revealed a statistically significant improvement in students’ academic writing, with the mean score increasing from 63.0 to 80.5 (p < .001, d = 1.75). Gains were particularly strong in task response, coherence, and lexical resource. Interview data showed that students perceived AI tools as supportive and non-threatening, increasing their confidence, writing autonomy, and awareness of academic tone. However, concerns were raised regarding over-reliance and ethical usage.
Originality/value: This study contributes to the growing literature on AI in language learning by providing empirical evidence on the effectiveness and perception of AI-assisted writing in EFL contexts. It also highlights the importance of guided, ethical, and reflective integration of AI tools in writing instruction to maximize pedagogical outcomes.
Downloads
References
Bai, B., & Wang, J. (2023). AI-driven feedback and EFL learners’ revision behavior. System, 109, 102946. https://doi.org/10.1016/j.system.2022.102946
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cambridge Assessment English. (2019). IELTS Writing Task 2 Band Descriptors (Public Version). https://www.ielts.org/-/media/pdfs/writing-band-descriptors-task-2-public-version
Cho, M. O. (2022). AI writing tools in EFL classrooms: Reflection and feedback. Computer Assisted Language Learning, 35(3), 217–235. https://doi.org/10.1080/09588221.2021.1890863
Cotos, E., Huffman, S., & Link, S. (2017). Learner engagement with automated writing evaluation. Language Learning & Technology, 21(1), 68–86. https://doi.org/10125/44596
Godwin-Jones, R. (2021). Using AI writing tools in L2 instruction: Promise and challenges. Language Learning & Technology, 25(3), 1–10. https://doi.org/10125/73458
Godwin-Jones, R. (2022). Ethical dimensions of intelligent writing tools. Language Learning & Technology, 26(2), 1–8. https://doi.org/10125/73478
Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.
Li, Z., Link, S., & Hegelheimer, V. (2020). Automated writing evaluation feedback and ESL student revision. CALICO Journal, 37(2), 165–186. https://doi.org/10.1558/cj.38854
Lin, C.-H., & Lee, H. (2022). Learners’ perceptions of AI writing tools: Affordances and limitations. CALL-EJ, 23(1), 23–38. http://callej.org/journal/23-1/Lin-Lee2022.pdf
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Ranalli, J., Link, S., & Chukharev-Hudilainen, E. (2021). Automated written corrective feedback: Evidence from EAP writing. TESOL Quarterly, 55(1), 5–33. https://doi.org/10.1002/tesq.584
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Yoon, C., & Jo, H. (2023). L2 learners’ evaluation of ChatGPT in academic writing support. ReCALL, 35(1), 1–19. https://doi.org/10.1017/S0958344022000270
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
Zou, D., Luo, H., & Xie, H. (2022). Trends and research foci of artificial intelligence-assisted language learning: A bibliometric analysis. British Journal of Educational Technology, 53(5), 1022–1045. https://doi.org/10.1111/bjet.13193
