THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENTS’ ENGLISH WRITING PROFICIENCY IN LANGUAGE LEARNING
Keywords:
AI, English writing proficiency, language learning, immediate feedback, technology
Abstract
This study investigates the impact of artificial intelligence (AI) on students' English writing proficiency within the context of language learning. As AI tools become increasingly integrated into educational settings, they offer unique opportunities for enhancing writing skills through immediate feedback, personalized learning experiences, and increased engagement. This research identifies both the benefits and challenges associated with AI usage, including the risk of over-reliance on technology, potential inaccuracies in AI-generated suggestions, and the digital divide that may affect access to these resources. Furthermore, the study explores how the integration of AI alters teaching practices and the role of educators in fostering writing proficiency. The findings highlight the need for a balanced approach that combines AI tools with traditional instructional methods to optimize student learning outcomes.
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Chen, X., Zou, D., Xie, H., & Cheng, G. (2021). Twenty years of personalized language learning. Educational Technology & Society, 24(1), 205-222.
Aljuaid, H. (2024). The Impact of Artificial Intelligence Tools on Academic Writing Instruction in Higher Education: A Systematic Review. Arab World English Journal (AWEJ) Special Issue on ChatGPT.
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.
Mathai, A. (2024). Enhancing Education for Underprivileged Children Through AI-Powered Native Language Learning Inclusive Education Through AI-Powered Native Language Learning. Available at SSRN 4899553.
Davoodi, A. (2024). EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners. Language, Technology, and Social Media, 2(2), 178-203.
Shah, P. (2023). AI and the Future of Education: Teaching in the Age of Artificial Intelligence. John Wiley & Sons.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and education, 23(1), 31-48.
Sain, Z. H., Ayu, S. M., & Thelma, C. C. (2024). Exploring the ChatGPT era: Finding equilibrium between innovation and tradition in education. Middle East Research Journal of Humanities and Social Sciences, 4(4), 116-121.
Anis, M. (2023). Leveraging artificial intelligence for inclusive English language teaching: Strategies and implications for learner diversity. Journal of Multidisciplinary Educational Research, 12(6), 54-70.
Challenges and opportunities for sustainable development.
Pace, M. (2023). Language teachers’ training courses. The need for practical strategies and
resources in the light of today’s evolving educational landscape.
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843.
Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of
automated writing assistance tools. Education Research International, 2023(1), 4253331.
Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms:
Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584-607.
Hyland, K. (2019). Second language writing. Cambridge university press.
Cheung, Y. L. (2016). Teaching writing. English language teaching today: Linking theory and
practice, 179-194.
Calfee, R. C., & Miller, R. G. (2013). Best practices in writing assessment for instruction. Best
practices in writing instruction, 351-377.
Abulibdeh, A., Zaidan, E., & Abulibdeh, R. (2024). Navigating the confluence of artificial
intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production, 140527.
Kovalenko, I., & Baranivska, N. (2024). Integrating Artificial Intelligence in English Language
Teaching: Exploring the potential and challenges of AI tools in enhancing language learning outcomes and personalized education. Європейські соціо-правові та гуманітарні студії, (1), 86-95.
Zhao, D. (2024). The impact of AI-enhanced natural language processing tools on writing
proficiency: an analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 1-32.
Agarwal, D., Naaman, M., & Vashistha, A. (2024). Ai suggestions homogenize writing toward
western styles and diminish cultural nuances. arXiv preprint arXiv:2409.11360.
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor's guide to integrating writing,
critical thinking, and active learning in the classroom. John Wiley & Sons.
Varsik, S., & Vosberg, L. (2024). The potential impact of Artificial Intelligence on equity and
inclusion in education.
Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future
research directions. International Journal of Data and Network Science, 7(4), 2029-2040.
Al Mahmud, F. (2023). Investigating EFL students' writing skills through artificial intelligence:
Wordtune application as a tool. Journal of Language Teaching and Research, 14(5), 1395-1404.
Kim, M., & Crossley, S. A. (2018). Modeling second language writing quality: A structural
equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing. Assessing Writing, 37, 39-56.
Chellappa, V., & Luximon, Y. (2024). Understanding the perception of design students towards
ChatGPT. Computers and Education: Artificial Intelligence, 7, 100281.
Arifin, S. R. M. (2018). Ethical considerations in qualitative study. International journal of
care scholars, 1(2), 30-33.
Etaat, F. (2024). The Effect of AI-Based Applications on EFL Writing Skill Development: An
Inquiry into Integration of AI into Language Learning (Master's thesis, UiT Norges arktiske universitet).
Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based
writing Assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055.
Zhao, D. (2024). The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 1-32.
Mahmoud, M. M. A. (2014). The effectiveness of using the cooperative language learning approach to enhance EFL writing skills among Saudi university students. Journal of Language Teaching and Research, 5(3), 616.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5).
Wyse, D., & Torgerson, C. (2017). Experimental trials and ‘what works?’in education: The case of grammar for writing. British Educational Research Journal, 43(6), 1019-1047.
Wongvorachan, T., Lai, K. W., Bulut, O., Tsai, Y. S., & Chen, G. (2022). Artificial intelligence: Transforming the future of feedback in education. Journal of Applied Testing Technology, 95-116.
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752.
Samuel-Okon, A. D., & Abejide, O. O. (2024). Bridging the digital divide: Exploring the role of artificial intelligence and automation in enhancing connectivity in developing nations. Journal of Engineering Research and Reports, 26(6), 165-177.
Naylor, R., & Mifsud, N. (2019). Structural inequality in higher education: Creating institutional cultures that enable all students. Perth: National Centre for Student Equity in Higher Education.
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278.
Chen, X., Zou, D., Xie, H., & Cheng, G. (2021). Twenty years of personalized language learning. Educational Technology & Society, 24(1), 205-222.
Aljuaid, H. (2024). The Impact of Artificial Intelligence Tools on Academic Writing Instruction in Higher Education: A Systematic Review. Arab World English Journal (AWEJ) Special Issue on ChatGPT.
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.
Mathai, A. (2024). Enhancing Education for Underprivileged Children Through AI-Powered Native Language Learning Inclusive Education Through AI-Powered Native Language Learning. Available at SSRN 4899553.
Davoodi, A. (2024). EQUAL AI: A Framework for Enhancing Equity, Quality, Understanding and Accessibility in Liberal Arts through AI for Multilingual Learners. Language, Technology, and Social Media, 2(2), 178-203.
Shah, P. (2023). AI and the Future of Education: Teaching in the Age of Artificial Intelligence. John Wiley & Sons.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and education, 23(1), 31-48.
Sain, Z. H., Ayu, S. M., & Thelma, C. C. (2024). Exploring the ChatGPT era: Finding equilibrium between innovation and tradition in education. Middle East Research Journal of Humanities and Social Sciences, 4(4), 116-121.
Anis, M. (2023). Leveraging artificial intelligence for inclusive English language teaching: Strategies and implications for learner diversity. Journal of Multidisciplinary Educational Research, 12(6), 54-70.
Published
2024-12-25
How to Cite
Marisa Shermia Nandha, & Hesty Widiastuty. (2024). THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENTS’ ENGLISH WRITING PROFICIENCY IN LANGUAGE LEARNING. INTERNATIONAL SEMINAR, 6, 1211 - 1221. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/313
Section
Articles
