The Impact of Generative Artificial Intelligence on the Development of EFL Learners’ Writing Skills

With the rapid expansion of generative artificial intelligence technologies, tools such as large language models have increasingly been integrated into language education. The present study aimed to investigate the impact of generative artificial intelligence tools on the development of writing skills among learners of English as a Foreign Language (EFL). A quasi-experimental design involving control and experimental groups was employed in this study. The participants consisted of ۶۰ intermediate-level EFL learners from a private language institute who were randomly assigned to two groups. During the instructional period, the experimental group used generative AI tools to receive feedback on text organization, vocabulary use, and grammatical accuracy, while the control group received only traditional teacher feedback. Data were collected through pre-test and post-test writing assessments as well as an academic writing evaluation rubric. The results of statistical analysis indicated that the use of generative AI tools had a significant effect on improving learners’ writing quality, particularly in terms of textual coherence, lexical diversity, and grammatical accuracy. Furthermore, the findings suggested that the use of this technology can enhance learner autonomy and facilitate the feedback process in writing instruction. Based on the results of the study, integrating generative artificial intelligence into language learning environments can serve as an effective supplementary tool for improving EFL learners’ writing skills. These findings have important implications for curriculum designers, language teachers, and researchers in the field of language education, and they may provide a foundation for future research on the application of intelligent technologies in language learning.

کلیدواژه ها:

Generative Artificial Intelligence ، Writing Skills ، EFL Learners ، Automated Feedback ، English Language Teaching ، Educational Technology ، Second Language Learning