The Importance of Artificial Intelligence Writing Tools in Enhancing English Writing of EFL Students

Algwil, The Importance of Artificial Intelligence Writing Tools in Enhancing Faculty of languages Journal 28 (23 ) The Importance of Artificial Intelligence Writing Tools in Enhancing English Writing of EFL Students Kamila Alhadi Algwil English Language, Asmarya Islamic University, Faculty of Human Sciences, Zliten and Libya) ABSTRACT This study focuses on the role of AI writing tools in promoting EFL students’ writing from students’ perspectives. The aims are to explore students’ perceptions of the different AI writing tools and to evaluate the impact of AI writing applications on students’ progress in writing. Mixed method approach is employed and 50 Libyan EFL students are chosen purposively from two faculties. Questionnaire and semi-structured interview are used to generate data. The findings indicate that Chat-GPT is the most common tool that is used by students to get prompt feedback. The results also reveal that Copilot tool plays a significant role in supporting students’ writing in terms of generating ideas and offering suggestions. Furthermore, it has been found that QuillBot is another AI writing application that helps students to summarize long texts and to paraphrase. In addition, the findings show that Grammarly assists students to check plagiarism, whereas Hemingway helps students to ensure readability and clarity of the content. Moreover, students’ responses indicate that Worldtune is the least writing tool that is used to improve sentence structure and coherence. However, the findings show that few students have fear of using AI writing tools because they believe that AI writing applications may adversely affect their ability to think creatively and critically. Moreover, the results indicate that overreliance on AI writing tools can inhabit ideas generation. By investigating the use of AI writing tools, educators and policymakers can raise awareness of the benefits of using AI writing applications to promote students’ writing skills and performance. Keywords: Artificial Intelligence, EFL students, writing tools, writing skill صخللما ءارآ فاشتكا لىإ فدهتو .مهرظن ةهجو نم ةبلطلا ةباتك معد في عيانطصلاا ءكالذا تاقيبطت رود على ةسارلدا هذه زكرت هذه يرثأت مييقتو ةفلتخلما عيانطصلاا ءكالذا تاودأ لوح ةبلطلا.ةيباتكلا مهتاراهم روطت على تاودلأا ةسارلدا تدمتعا .ينتفلتمخ ينتيكل نم ةلباطو اًلباط ينسخم رايتخا متو ،فييكو ميك جهنم على نايبتسلاا تنكا تانايلبا عجم تاودأ .ةلباقلماو نأ جئاتلنا ترهظأChatGPT ميدقت للاخ نم ةبلطلا دعاسي ذإ ،اًمادختسا تاودلأا عاونأ ثركأ وه نأ امك .مهتاباتك على ةعيسر تاقيلعتCopilot .مهتاباتك ينسحلت تاحاترقاو ركافأ على لوصلحا في ةبلطلا دعاس نأ اًضيأ جئاتلنا ترهظأوGrammarly نأ ينح في ،ةيبدلأا ةقسرلا بنتجو ةغايصلا ةدعاإ في ةبلطلا دعاس Hemingway نأ ينبت ،كلذك .ضومغلا نم اهولخو ةباتكلا حوضو نم دكألتا على مهدعاسQuillBot دعاس Faculty of languages Journal Issue 32 December 2025 Faculty of languages Journal 29 (23 ) .ةغايصلا ةدعاإو صيخللتا في ةبلطلا دامتعلاا نإ ذإ ،عيانطصلاا ءكالذا مادختسلا راضرلأا نم ديدعلا كانه نأ يرغ .ركافلأا دليوت على ةردقلاو يدقلنا يركفلتا على اًبلس رثؤي دق هيلع طرفلما نأ على ديكألتاب ةسارلدا تمتتخاو .ةيباتكلا مهتاراهمو ةبلطلا ءادأ ينستح في هدئاوفو عيانطصلاا ءكالذا ةيمهأ لىإ اوهبن رارقلا عانصو ينيميداكلأا ةيحاتفلما تامكللا : تاودأ ،بناجلاا ةبلط ،عيانطصلاا ءكالذا،ةباتكلا ةباتكلا تاراهم Introduction There are many definitions to Artificial intelligence (AI) and most of them consider AI as a “sub-field of computer science” (Viktorivna et al., 2022, p.264). AI plays an important role in the educational process and according to Viktorivna et al. (2022), since the 21st century; there has been a significant change in the educational system in terms of adopting AI applications in teaching and learning processes. AI tools play a crucial role in the teaching process. Al-Gayyar (2013) stated that AI applications can enhance the education system in many aspects. Recently, the integration of AI in educational settings has revolutionized traditional methods of teaching and learning and provided interactive platforms for engagement (Dickson, 2017). According to Borge (2016), AI applications can assist teachers to meet their students’ needs, to monitor their progress accurately, and to identify any problems in the educational materials and the content. There has been a rapid increase in using AI writing tools in English as foreign language classroom. AI writing programs can save students’ time and effort because they can write essays without human assistance (Gayed et al., 2022). They can also enhance collaborative learning and peer review (Umamah & Cahyono, 2022). The aims of this study are to explore the different types of AI writing applications and to evaluate the impact of AI writing tools on students’ writing abilities and skills. The research questions are: 1.What are the main AI writing applications that are used by EFL undergraduate students? 2.Does AI writing tools contribute to students’ progress in writing? If so, how? This study seeks to inform educators and policymakers about the effective role of AI tools in learning English. By investigating the most Algwil, The Importance of Artificial Intelligence Writing Tools in Enhancing Faculty of languages Journal 30 (23 ) effective AI writing tools in writing, educators and policymakers can assist students to develop the essential skills that are crucial in lifelong learning. Literature review This section includes AI applications and its benefits and the challenges of using AI. AI applications and their benefits AI applications can be used to promote writing skills. There are many AI-powered tools that are beneficial in writing such as Grammar Checkers, Grammarly, Translation Tools, Writing Assistants, and Pattern Checkers (Crompton et al., 2023). Lo (2023) said that the most common use of AI in writing is AI Grammar Checkers and Grammarly that assist students to learn grammatical structure and improve their vocabulary. Students who use Grammarly and Grammar Checker make less grammatical errors and are able to use more different vocabularies than students who do not use them (Dizon and Gayed, 2021). Furthermore, Nazari et al. (2021) indicated that English language students who use Grammarly as a feedback tool make significant outcomes. Wagner et al. (2022) stated that “KAKU” is AI writing application which can provide students with a large number of articles in a short period of time, and this is significant, particularly for students and researchers who are in literature review stage. Moreover, Chon et al. (2021) conducted study with South Korean college students about the use of Machine Translation as an AI technology tool for writing. Their study found that Google Translator plays a significant role in developing students’ proficiency because students develop the ability to produce wellstructured paragraphs and essays. However, Ben Zayed (2024) made a comparison between Chat-GPT and Google translator in accuracy and Fidelity, the study found that although Chat-GPT can provide conversational ability, it cannot offer accurate translation. AI communicative applications may enhance students’ abilities in speaking. For example, Barnes-Hawkins (2016) and Viktorivna et al. (2022) indicated that Automatic Speech Recognition can promote reallife communicative situations that can help students to develop and improve their pronunciation in order to be able to speak fluently. The study of Liu and Hung (2016) about Taiwanese students’ use of AI found that their pronunciation has been improved significantly. AI can be Faculty of languages Journal Issue 32 December 2025 Faculty of languages Journal 31 (23 ) considered as a conversational partner and according to Dizon and Tang (2020), AI has the potential to enable students to have conversation with Alexa and Personal Voice Assistant, and this can lead to promoting interaction, improving skills, and creating enjoyable atmosphere for learning. Moreover, Hew et al., (2023) pointed out that ChatBot plays an essential role in supporting students’ social participation in online activities. It enables them to create a ‘learner-generated context’ that can foster learner autonomy (Lee et al., 2023). AI applications have many advantages. For instance, the use of AI can contribute to address the challenges that students face such as teacher’s insufficient feedback (Rusmiyanto et al., 2023). AI can offer prompt feedback that has the potential to contribute to develop students’ levels and increase students’ motivation (Viktorivna et al., 2022). Similarly, Borge (2016) and Marzuki et al. (2023) make clear that using AI writing tools can assist students to receive instant feedback on grammar, vocabulary, and content, and this has the potential to enhance students writing skills and abilities. The prompt feedback is crucial in helping students to get directions for their writing, understand the essential elements in writing, and to correct errors (Rudolph et al., 2023). AI tools can facilitate independent learning. Rusmiyanto et al. (2023) indicated that they can offer tutorials through programs that can provide advices to students (Kamuka, 2015; Garlinska et al. 2023; and Nykyporets, 2023). The challenges of using AI applications While many studies have focused on the advantages of AI applications, others have highlighted drawbacks. Kornfeld and Roy (2021) and Iskender (2023) argued that students may depend too heavily on AI writing tools without understanding, and this may adversely affect their learning, development, and growth in writing. Furthermore, AI writing applications may have a negative impact on creativity since they may prevent generating thoughts and ideas (Johinke et al., 2023). In other words, over-reliance on AI writing tools can affect critical thinking and creativity adversely. Huang and Tan (2023) make clear that dependence on AI applications may inhibit critical thinking. Although AI writing tools can help students to improve their writing skills, high order skills such as building an argument, critical thinking, and coherence may be Algwil, The Importance of Artificial Intelligence Writing Tools in Enhancing Faculty of languages Journal 32 (23 ) difficult to be addressed because they need thinking, ability to link ideas together, and deep understanding (Farrokhnia et al., 2023). In addition, Viktorivna et al (2022) raised aspects of ethics such as lack of trust of AI applications because of personal information (i.e. fear of how it will be saved). Furthermore, Mozumder et al. (2023) pointed out that not all students can get access to AI applications, and this may be due to such applications require high speed internet connection and modern devices. Moreover, Kornfeld and Roy (2021) stated that AI writing tools can lead to plagiarism when students depend on suggestions rather than developing their writing abilities. It is clear that most of the studies have been conducted on postgraduate students and teachers, undergraduate students’ perceptions on AI systems have not been studied yet. Although many studies have highlighted the impact of AI writing tools on students’ writing, it is still unclear how AI writing tools can promote undergraduate students’ writing skills. Thus, it is crucial to investigate the types of AI writing tools that enhance students’ writing and the impact of these tools on students’ progress in writing from Libyan EFL undergraduate students’ perspectives. This study has been conducted in order to fill the gap in knowledge and to provide a more comprehensive understanding of the effective role of AI writing tools in enhancing students’ writing. Methodology Mixed method approach was used to investigate the role of AI in enhancing undergraduate students’ academic writing. It is concerned with “collecting, analyzing and mixing both qualitative and quantitative in a single study” (Creswell and Clark, 2007, p. 5). In the current study, mixed method approach was chosen in order to add depth and understanding to the topic under investigation (Johnson et al., 2007). Furthermore, the use of mixed method approach can decrease the weaknesses that can be found in either qualitative or quantitative research (Johnson and Onwuegbuzie, 2004), and this can strengthen the study. Mixed method approach was selected to address the research questions that might have been difficult to be answered by using only one approach. Moreover, the use of mixed method approach can validate the findings and promote triangulation as stated by Creswell and Clark (2007). Non-probability sampling was adopted in which 50 Libyan EFL undergraduate students: 25 males and 25 females selected purposively (i.e. hand-picked for purpose) from two faculties. The selection was according to the following: they are all Libyan EFL students who are Faculty of languages Journal Issue 32 December 2025 Faculty of languages Journal 33 (23 ) willing to participate, studying in different semesters at English language department; however, they are different from each other in their background and their prior learning experiences. First of all, a questionnaire was used to get statistical data and to inform the interviews (Cohen et al., 2018). The methods that were used to collect the data were questionnaire and semi-structured interview. The questionnaires were distributed to Libyan EFL students at Faculty of Humanities and Faculty of Education. The questionnaire included an introduction on the cover sheet which explained the researcher’s role and the aims of the research (See Appendix I). 5-Likert scale with closedended questions was used in order to elicit data to answer research questions and to achieve the aims. Closed-ended questions consisted of ten statements in which the participants should specify their level of agreement in five points (1) strongly agree; (2) agree; (3) disagree (4) strongly disagree (5) neutral. This type of scale was utilized because according to Anderson and Arsenault (1998), it is practical and sufficient in the analysis. The questionnaires were given face-face to the participants at Faculty of Humanities and Faculty of Education. Interview was also used to collect data. According to Creswell (2003), the interview can validate data and ensure the credibility of the findings. Semi-structured interview was chosen because it has the potential to allow the researcher to probe unexpected responses and to ask for clarification, if necessary, as stated by (Kvale, 2007). In the current study, 20 participants from questionnaire volunteered to participate in the interview. The interviews allowed the researcher to probe and to add depth into undergraduate students’ experiences in using AI in academic writing. (See appendix II) The participants were informed about the research process and their right to withdraw at any point of time if they felt uncomfortable (i.e informed consent). They were also ensued told that the interviews were recorded and the data were saved in my Hard driver and USB (i.e confidentiality). Furthermore, the participants were told about anonymity in which they were given another name (i.e anonymity) in order to enhance objectivity and to protect them. The data were collected in Arabic language, then transcribed and translated into English language. The data from the questionnaire were synthesized and analysed by using excel software, Algwil, The Importance of Artificial Intelligence Writing Tools in Enhancing Faculty of languages Journal 34 (23 ) whereas qualitative data were organised into themes, sub-themes, codes, and sub-codes (i.e thematic analysis) (Clark and Brown, 2006). Findings and discussion This section includes types of AI writing tools and their uses. It also involves drawbacks of AI writing applications: Types of AI writing tools and their uses The findings indicated that 97% of the participants have positive attitudes towards AI writing tools. It had been found that most of the participants utilized different types of AI writing applications to enhance their writing skills and performance: Types of AI writing tools Number of participants Percentage Benefits Chat-GPT 45 90% Prompt feedback Maintain consistency Copilot 42 84% Enhance the generation of new ideas Offer suggestions that relate to improvements for punctuation, sentence structure, and style Drafting and redrafting in order to ensure clarity QuillBot 40 80% Paraphrasing to avoid plagiarism Essay Writer 38 76% Create logical and coherent essays Jenni 35 70% Enhance brainstorm ideas Planning before writing Hemingway 25 50% Concentrates on straightforward, clarity, and readability of the content Grammarly 25 50% Detects punctuation Offers suggestions for improvement Worldtune 20 40% Improves sentence structure Enhances readability Faculty of languages Journal Issue 32 December 2025 Faculty of languages Journal 35 (23 ) The table illustrates that Chat-GPT is the most common application that had been used. Furthermore, the number of students who use Hemingway and Grammarly are the same with about 50% respectively. The table also shows that the lowest number of students used Worldtune tool. QuillBot was the second tool that had been used by students with approximately 40%. There was a slight difference between users of Essay Writer and Jenni with almost 3%. Types of AI writing applications The results revealed that GPT was one of the most common applications that helped students to maintain consistency and to get immediate feedback, particularly when students had limited time and they needed to improve their writing in order to pass. For instance, Mohand who was in the second semester stated that: I used to jump from one idea to another without using any signs to the reader. By using Chat-GPT, I can use transition words and link between ideas. I can write with flow in sentences in order to assist the reader to understand what had been written. Chat-GPT provided me with quick comments. It was really helpful because I had no time to wait for my teacher’s comments. Now, I can write well-structured paragraphs. (Mohand interview). The above comment showed that Mohand had difficulty in coherence as he did not use transition words, leading to disjointed and an incoherent piece of writing. However, he overcame this obstacle because of the effective role of prompt feedback and guidance that were received from 90%84%80%76%70% 50%50%40% 0% 20% 40% 60% 80% 100% Algwil, The Importance of Artificial Intelligence Writing Tools in Enhancing Faculty of languages Journal 36 (23 ) ‘Chat-GPT’. It is clear that Chat-GPT facilitated coherence and organization in writing. These findings are consistent with Malik et al. (2023), who sated that AI tools promote clarity and progression of ideas and arguments logically. The findings of this study with regard to feedback are in line with Rudolph et al. (2023) and Marzuki (2023) who describe prompt feedback as a map that provides students with right directions that can assist students to comprehend the basics in writing and to correct errors. Instant feedback can enhance autonomous learning (Rusmiyanto et al., 2023). However, this study adds depth and detail in terms of exploring advantages of Chat-GPT in writing. In addition, Laila highlighted the effectiveness of ChatGPT in terms of providing various styles and samples of writing, and this can foster creativity: “Chat-GPT offered different samples of writing; I analyzed them to gain ideas” (Laila interview). However, Laila’s perceptions contradict Johinke et al. (2023) who found that AI writing tools may have a negative impact on creativity. In the context of this study, ChatGPT enhanced creativity because it assisted Laila to generate thoughts and ideas. It had been found that ‘Copilot’ tool assisted some participants to write effectively because it enhanced the generation of new ideas and offered suggestions that relate to improvements for punctuation and style in order to ensure the content is concise and clear. For example, Mais who was in the fourth semester stated that: At the beginning of this semester, I was writing paragraphs without full stop, colon, semi-colon, and comma, but I did not do any more. By writing and rewriting and sending to Copilot program, I become aware of these mistakes. I got 9/10 in the home work, Copilot program was brilliant. Copilot provides suggestions for developing thoughts and ideas, and this assisted me to write easily in a short period of time. (Mais interview) The above comment revealed that Mais had challenges in writing with regard to punctuation. It is clear that Copilot application was a strong tool that helped her to improve the quality of her writing because it offered immediate feedback that enabled her to draft and redraft, and this is quite likely to help her to write effectively. The results also indicated some participants used a combination of two AI writing applications: Grammarly and Hemingway. The data showed Faculty of languages Journal Issue 32 December 2025 Faculty of languages Journal 43 (23 ) Umamah, A., & Cahyono, B. Y. (2022). EFL university students’ use of online resources to facilitate selfregulated writing. Computer Assisted Language Learning, 23(1), 108–124. Viktorivna, K.L.; Oleksandrivna, K. I.; and Kaida, N., O. (2022). Artificial Intelligence in Language Learning: What Are We Afraid of. Arab World English Journal (AWEJ), 18 (8), 262-273 Appendix I: Questionnaire I am Associate Professor at Asmarya Islamic University. I am currently investigating the “The Importance of Artificial Intelligence Writing Tools in Enhancing English Writing of EFL Students”. The aims are to explore students’ perceptions of the different AI writing tools and to evaluate the impact of AI writing applications on students’ progress in writing. I would be grateful, if you spare few moments and fill in this questionnaire. You do not need to include your name. The data obtained will be used for research purposes and will be kept confidential. Finally, I would like to thank you for help and co-operation. If you have any question, please do not hesitate to contact me on my email