Mixed-methods study demonstrates improved classroom engagement and writing quality in tertiary EFL learners, highlighting the instructional benefits of AI integration.
Key Points
To examine the effects of AI-supported writing instruction on classroom engagement and writing achievement among tertiary-level English as a Foreign Language (EFL) students.
Evaluated tertiary EFL students using the Language Classroom Engagement Scale (LCES) alongside scores from argumentative writing essays.
Collected complementary qualitative feedback through student reflective journals and post-instruction interviews.
Statistically significant improvements occurred across language classroom engagement dimensions, with the exception of emotional engagement.
Writing performance significantly improved in topic development, organization, supporting details, style, and source integration, whereas gains in conventions (grammar, punctuation, and mechanics) were limited.
Qualitative reports showed noticeable gains in learner self-confidence and self-reflective capabilities during the writing process.