The Effect of an AI- Powered Writing Assessment on Iranian EFL Learner’s Proficiency

The main purpose of the study was to investigate the effect of an AI- powered writing assessment on Iranian EFL learner’s proficiency. This study employed a pre-test/post-test experimental design to evaluate the effectiveness of AI-powered writing proficiencies. The participants of this study were randomly divided into two groups: an experimental group (n = ۳۰) and a control group (n = ۳۰). The experimental group received instruction with AI-powered writing tools (Grammarly, Turnitin, and QuillBot), while the control group received traditional instruction without the tools. The age of them ranged from ۲۰ to ۲۸. The instrument used of assessment methods (pre-post tests, surveys, and interviews) will be used to evaluate the effectiveness of the AI tools in improving academic writing proficiencies. totaling two groups of students. Pre- and post-tests were conducted over a period of ten weeks, focusing on writing assignments, the experimental and the control groups Overall scores. Data will be analyzed through compare their between group probable differences of the control and experimental groups before and after the instruction, The statistical method is done through descriptive and inferential statistics through IBM SPSS version ۲۶. The results showed that the AI-powered writing tool positively impacted students' writing proficiency, as evidenced by significant improvements in writing scores from the pre-test to the post-test. The study concluded that the use of an AI-powered writing tool positively impacted students' writing proficiency and enhanced the teaching process in an EFL classroom setting. Implications of the study suggest that educational institutions can potentially integrate technology-based feedback systems like Write and Improve alongside traditional teaching methods to enhance student learning outcomes in writing proficiency.

کلیدواژه ها:

Academic English Writing ، AI- Powered Writing ، Assessment ، Control and Experimental Groups ، Teaching Process