Improving Writing Skills of Non-Native English Undergraduates through Artificial Intelligence Tools

Aim. The research focuses on the impact of Artificial Intelligence (AI) tools on the writing abilities of undergraduate students who are non-native speakers of English. The provision of teaching guidance and AI literacy are vital to the constructive, responsible, and ethical integration of AI tools in teaching the English language. Methods. During a four-week period, Grammarly and ChatGPT were used as integrated instructional tools which incorporated a mixed-methods approach under a quasi-experimental framework. Twenty (20) students’ part of the Department of English Language and Literature completed the pre and post writing intervention tasks that were analysed with a rubric which evaluated the writing for grammar, vocabulary, coherence and academic tone. Results. The analysed data comprised descriptive statistics and paired-sample t-tests which also calculated the respective effect size as Cohen’s dz. The findings indicated a statistically significant improvement across all writing tasks (p

Academic writing · Autonomy · Coherence (philosophical gambling strategy) · Competence (human resources) · Descriptive statistics · Grammar · Literacy · Rubric · Artificial Intelligence in Healthcare and Education · Text Readability and Simplification · Writing and Handwriting Education