The Effect of AI-Based Applications on EFL Writing Skill Development: An Inquiry into Integration of AI into Language Learning

Abstract

The main aim of the present study was to investigate the impact of AI-based writing applications on the development of EFL learners’ writing skills. In addition, it was aimed to examine which aspects of writing_ task fulfillment, organization, grammar, lexis, and mechanics _are more significantly affected. Furthermore, it was investigated whether using AI-based writing applications contributes to time efficiency in the writing process. Finally, the learners’ and the teacher’s attitude toward AIEd specially in the process of language learning was assessed. The study compared two groups of Iranian EFL learners in terms of writing skill development. The experimental group used two AI-based writing tools, “Wordtune”, and “Insta text” for doing the home assignments for 36 sessions over the study. While the control group followed the traditional pen-and-paper writing technique. Both groups were asked to record the average time spent per assignment, and also there were several essay writing tests including a pretest, 6 periodic tests, and a posttest. In addition, the learners’ and the teacher’s attitude toward AIEd were collected through questionnaires. The data collected from the scores of the several writing tests as well as the data related to the amount of time spent for the assignments were analyzed in RStudio, R version 4.1.2 (R Core Team, 2022). The lme4 R package (Bates et al., 2015) was used to fit the linear mixed-effects models to examine how the scores vary among different participants based on the type of group and kind of test.The findings indicate that as a result of receiving automatic written corrective feedback (AWCF) provided by AI-based writing tools, the experimental group improved in overall writing skills, primarily in mechanics and lexis, followed by grammar, and finally task fulfillment and organization as the least affected feature. Moreover, analysis of time spent per assignment revealed that using AI-based writing tools accelerated the process of text generation. Furthermore, both the teacher in charge of the study and the students had a positive attitude toward AIEd. The study adds to the existing data about the integration of AI into language learning specially for writing skills and contributes to the ongoing discussion on the role of technology in language learning specifically in an EFL context.