THE ROLE OF ARTIFICIAL INTELLIGENCE TOOLS IN ENHANCING THE WRITING SKILLS OF ENGLISH LANGUAGE LEARNERS: EVIDENCE AND PEDAGOGICAL RECOMMENDATIONS
https://doi.org/10.5281/zenodo.20377326
Kalit so‘zlar
artificial intelligence, English writing, ChatGPT, Grammarly, second language acquisition, learner autonomyAnnotasiya
In recent years, the integration of artificial intelligence (AI) tools into the field of education has introduced both new opportunities and emerging challenges in language teaching. This article examines the impact of AI tools such as ChatGPT, Grammarly, and DeepL on the writing skills of learners of English as a foreign language (EFL learners). Studies published between 2019 and 2024 were reviewed, with lexical complexity, grammatical accuracy, textual coherence, and learner autonomy identified as the primary analytical indicators. The findings suggest that while AI tools can lead to short-term improvements in writing quality, these gains are not consistently sustained in independent writing, and excessive reliance on such tools may hinder the development of learner autonomy. The article concludes by proposing a framework entitled “Guided AI-Assisted Writing” (GAAW).
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