The Role of AI-based Writing Tools on L2 Writing Competency: Evidence from Palestinian EFL Learners

Haya Fayyad AbuHussein; Amjad Badah

doi:10.35516/hum.v52i5.6566

Authors

Haya Fayyad AbuHussein Department of Languages and Translation, Birzeit University, Palestine. https://orcid.org/0000-0003-0209-3135
Amjad Badah A Ph.D. Candidate- Linguistics, Literature and Translation Department, University of Malaga, Spain. https://orcid.org/0000-0003-2729-1875

DOI:

https://doi.org/10.35516/hum.v52i5.6566

Keywords:

AI-based writing tools, L2 writing, Grammarly, EFL learners, writing competency.

Abstract

Objectives: Recent research has reached a consensus on the potential impact of artificial intelligence (AI) on learning English as a foreign language (EFL). This paper aims at investigating the effectiveness of utilizing an AI-based tool (Grammarly) on enhancing EFL learners’ writing aspects. It also aims at exploring EFL learners’ perspectives towards the use of AI-based writing tools.

Methods: A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection. The researchers adopted a quasi-experimental design, using a pretest-posttest methodology to examine participants’ writing before and after using the AI-based tool. The participating students consisted of (73) students from different specializations and disciplines. The experimental group consisted of (38) students, while the control group consisted of (35) students.

Results: The findings revealed that there were statistically significant differences in some respects and mechanics of writing in favor of the experimental group. Additionally, interviews with (8) students from the experimental group indicated positive attitudes toward the AI-based tool, though some drawbacks were noted.

Conclusions: Based on the findings, some conclusions and recommendations are suggested.

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