Recent research suggests that artificial intelligence (AI) tools allow EFL (English as a Foreign Language) learners to exert greater control over their language-learning process. Furthermore, these tools enhance their language skills by providing them with elements often absent in traditional classroom settings, such as autonomy and individual pace of learning. Specifically, AI-based tools, such AI chatbots, have the potential to facilitate learning and streamline tasks for both students and instructors in language-learning contexts. These digital companions (i.e., chatbots) can be methodically crafted and equipped with the required essential materials to support students in practising language skills independently, regardless of time or location. The current study presents an experiment conducted with undergraduate students at a university in Saudi Arabia to assess the effectiveness of a customised AI chatbot, WritePro (GPT-4), in improving their writing skills. Learners in the experimental group were instructed to use WritePro to navigate through their writing stages, focusing their queries on four key components: content and organisation, grammar mechanics, vocabulary usage, and sentence structure. The findings showed that WritePro serves as an effective tool for EFL learners to overcome several challenges in developing writing competencies. Therefore, the significance of these findings lies in the potential of AI tools to enable EFL instructors to effectively integrate chatbots into classroom instruction, supporting the development of students’ writing skills. Furthermore, these findings can be used as a basis for advocacy with university policymakers regarding the use of AI chatbots in language classrooms.
Almutairi et al. (Thu,) studied this question.
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