Integrating DeepL Write and Claude AI to enhance argumentative writing competence of engineering students in India

Introduction Artificial intelligence (AI) tools are increasingly applied to support second language writing. However, empirical research examining their potential to enhance the argumentative writing skills of STEM engineering students, particularly in the English as a Second Language (ESL) context in India, remains limited and requires more exploration. Method This study employed a quasi-experimental mixed-method design to investigate the effectiveness of two AI tools, DeepL Write and Claude AI, in improving argumentative writing among 40 first-year engineering students at a private university in Chennai, India. The Toulmin model of argumentation-based rubric was used to analyse the argumentative essays written by participants before and after the intervention using the AI tools. In the quantitative phase, paired-sample t-test and one-way ANOVA were employed to analyse differences in the pre-test and post-test essay scores. These results were further explained through comparative analysis of the essay scripts (n = 40) and thematic coding of participants’ semi-structured interview data (n = 23) in the qualitative phase. Results The quantitative results demonstrate significant improvement in the AW skills of the participants ( t = −43.72; df = 39; p -value < 0.001; f = 1.534; p > 0.05). The findings also indicated uniform improvements across all Toulmin components. The comparative analysis of the essays evidences the development of claims, data, warrants, backing and rebuttals, as well as improvements in linguistic features such as grammar, sentence structure and vocabulary. The thematic coding of the interview data yielded six themes related to perceived writing development, meta-cognitive awareness and the challenges and limitations of the tools. Discussion The findings indicate the pedagogical potential of integrating DeepL Write and Claude AI to improve argumentative writing skills of Indian ESL Engineering students. The findings also highlight the effectiveness of AI tools in improving linguistic features in students’ writing. By fostering responsible and informed use of digital technology in education, this study aligns with the Sustainable Development Goal (SDG) 4 (Quality Education).