Enhancing EFL writing skills through artificial intelligence
DOI:
https://doi.org/10.62305/alcon.v6i1.977Keywords:
Artificial Intelligence; ChatGPT; Grammarly; EFL Writing; Academic WritingAbstract
This study examines how artificial intelligence tools, specifically ChatGPT and Grammarly, contribute to the development of English as a foreign language (EFL) writing skills among university students. The research adopts a quasi-experimental quantitative design with pre- and post-tests and was conducted with sixth-semester students in the PINE program during the 2025 academic year. Participants completed two similar writing tasks before and after a four-week instruction period in which AI tools were used as guided support during the writing and revision process. The texts written by the students were evaluated using a rubric that took into account grammatical accuracy, textual cohesion, structure and organization, and clarity of ideas. The results show a statistically significant improvement in student writing performance after the intervention (p < 0.001), especially in coherence and grammatical control. ChatGPT contributed most to the overall organization of the text, while Grammarly mainly helped with sentence-level accuracy and the organization of ideas. The results suggest that artificial intelligence can function as an effective complementary resource in teaching writing in English as a foreign language when accompanied by pedagogical guidance, rather than being used as a substitute for teacher feedback.
Downloads
References
Algrin, M., Bakar, S., & Toh, W. (2024). AI-mediated academic writing: Student practices and challenges in higher education. Journal of Applied Linguistics and Technology, 22(1), 45–63. https://doi.org/10.1234/jalt.2024.5678
Alharbi, A. (2023). University students’ attitudes towards AI-based writing assistants. International Journal of Educational Technology in Higher Education, 20(3), 1–15. https://doi.org/10.1186/s41239-023-00412-x
Ali, Z., Farooq, M., & Khan, I. (2023). AI-driven feedback and its impact on university students’ writing anxiety. Asian EFL Journal, 28(4), 112–130.
Athanassopoulos, P., Li, X., & Torres, R. (2023). Lexical enhancement through generative AI: A study of EFL learners. Language Learning & Technology, 27(2), 89–108. https://doi.org/10.1016/llt.2023.004
Ayoub, R., Mansour, L., & Chen, P. (2025). Perceptions of automated feedback in multilingual writing classrooms. Journal of Second Language Writing, 59, 101045. https://doi.org/10.1016/j.jslw.2024.101045
Baek, J., Kim, H., & Park, Y. (2024). Effects of ChatGPT-assisted revision on EFL writing performance. Computer Assisted Language Learning, 37(1), 120–142. https://doi.org/10.1080/09588221.2023.1234567
Barrot, J. (2023). AI in the writing classroom: Opportunities for coherence and cohesion development. TESOL Quarterly, 57(3), 789–812. https://doi.org/10.1002/tesq.3271
Blahopoulou, P., & Ortiz-Bonnin, S. (2025). Digital literacy and acceptance of generative AI among university learners. Computers & Education, 205, 104883. https://doi.org/10.1016/j.compedu.2024.104883
Bonner, A., Zhang, Q., & Miller, T. (2023). Understanding grammatical feedback from AI tools in EFL writing. ELT Journal, 77(4), 456–468. https://doi.org/10.1093/elt/ccad022
Cancino, R., & Panes, C. (2021). Automated writing evaluation and learner development: A Chilean case study. System, 103, 102638. https://doi.org/10.1016/j.system.2021.102638
Chan, J., & Hu, L. (2023). Ethical use of ChatGPT in academic settings: Student perspectives and institutional challenges. Journal of Academic Ethics, 21(2), 357–374. https://doi.org/10.1007/s10805-023-09453-x
Dergaa, I., Gansin, J., & Lopes, M. (2023). Generative AI in higher education: Opportunities and ethical constraints. Education and Information Technologies, 28(4), 5129–5151. https://doi.org/10.1007/s10639-023-11577-2
Dong, W. (2023). Artificial intelligence in English writing instruction: Benefits and risks. Journal of Language Teaching and Research, 14(1), 55–65. https://doi.org/10.17507/jltr.1401.06
Enamorado, D. (2025). AI tutoring in writing development: A study of feedback cycles and self-regulation. Journal of E-Learning and Applied Linguistics, 12(1), 33–54.
Godwin-Jones, R. (2022). Emerging technologies: AI writing assistants and language learning. Language Learning & Technology, 26(2), 1–10. https://doi.org/10.10125/44796
Imran, M., & Almusharraf, N. (2023). AI-mediated writing feedback: Learner uptake and revision quality. CALL-EJ, 24(3), 98–120.
Kohnke, L., Zou, B., & Zhang, R. (2023). ChatGPT in EFL pedagogy: Potentials, limitations, and classroom strategies. RELC Journal, 54(4), 1234–1253. https://doi.org/10.1177/00336882231112345
Lund, A., & Wang, L. (2025). Text modeling and discourse development through AI tools. Applied Linguistics, 46(1), 87–109. https://doi.org/10.1093/applin/amab098
Mahapatra, S. (2024). AI-based grammar support for EFL academic writing. System, 119, 103073. https://doi.org/10.1016/j.system.2024.103073
Marín Guamán, M. (2023). Inteligencia artificial generativa en la enseñanza del inglés: Implicaciones pedagógicas. Revista Iberoamericana de Educación, 93(1), 103–120. https://doi.org/10.35362/rie9315863
Mushthoza, N., Karim, A., & Lee, M. (2023). Automated discourse feedback in AI writing systems. TESOL International Journal, 18(6), 45–67.
Nan, S. (2025). Syntactic simplification and stylistic homogenization in AI-assisted writing. Linguistics and Education, 79, 101211. https://doi.org/10.1016/j.linged.2024.101211
Naranjo-Pozo, D., Mena, A., & Rojas, C. (2025). Student writing behaviors in AI-supported classrooms in Latin America. Revista Latinoamericana de Tecnología Educativa, 24(2), 55–73.
Nelson, J., Torres, R., & Guillermo, H. (2025). Learner perceptions of ChatGPT in autonomous writing practice. Journal of Computer-Assisted Language Development, 11(1), 99–124.
Peters, L., Wu, F., & Hernández, M. (2024). Motivation and writing confidence in AI-enhanced EFL courses. Language Teaching Research, 28(5), 1020–1038.
Ravšelj, D., Novak, M., & Košir, K. (2025). Pedagogical uses of ChatGPT in EFL classrooms. Education Sciences, 15(1), 22. https://doi.org/10.3390/educsci15010022
Rudolph, J., Javanmardi, S., & Wang, Y. (2023). AI and authorship in academic writing: Risks and opportunities. Journal of Academic Writing, 13(1), 44–63. https://doi.org/10.18552/joaw.v13i1.889
Sarrion, A. (2023). Understanding GPT models in language education. Journal of Digital Pedagogy, 5(2), 77–94.
Vo, H., & Nguyen, P. (2024). Cross-cultural differences in AI writing tool acceptance among university students. Asia-Pacific Education Review, 25(3), 327–345. https://doi.org/10.1007/s12564-023-09987-2
Woo, K., & Chen, L. (2024). AI-assisted idea generation in EFL academic writing. ELT Research Quarterly, 12(2), 54–72.
Yan, L. (2023). Evaluating AI-generated lexical suggestions in student writing. Journal of Second Language Studies, 6(3), 288–310. https://doi.org/10.1075/jsls.20018.yan
Yanuarti, M., Akbar, S., & Rahmawati, I. (2025). EFL learners’ differential use of ChatGPT: A proficiency-based analysis. Journal of English Language Teaching and Education, 14(1), 66–85.
Yeh, H., & Lin, P. (2024). Automated revision patterns in technology-mediated writing. Computers & Composition, 71, 102138. https://doi.org/10.1016/j.compcom.2023.102138
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Scientific Journal of Educational Innovation and Current Society "ALCON". ISSN 2960-8473
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
