The Effect of AI-Assisted Collaborative Learning on Iraqi EFL University Students’ Academic Writing Performance

Abstract

This theoretical study investigates the impact of Artificial Intelligence (AI)-assisted collaborative learning on the academic writing performance of Iraqi English as a Foreign Language (EFL) university students. Academic writing remains a demanding skill for EFL learners, particularly in environments with limited authentic language exposure. The rapid proliferation of AI tools offers unprecedented opportunities to support learning trajectories when integrated with collaborative paradigms. This research elucidates AI-assisted collaborative learning and examines its potential influence on vocabulary acquisition and textual cohesion. Employing a theoretical methodology, this study synthesizes contemporary literature at the intersection of AI, collaborative learning, and academic discourse. The analysis indicates that integrating AI within collaborative frameworks can enhance academic writing by delivering instantaneous feedback, optimizing vocabulary, reinforcing cohesion, and alleviating writing-induced anxiety. Conversely, findings highlight potential drawbacks, such as over-reliance on AI, which may compromise learners' critical thinking and autonomy if utilized without pedagogical oversight. Ultimately, this study concludes that AI-assisted collaborative learning is a promising pedagogical strategy when implemented responsibly. It recommends that educators provide explicit instructions on AI utilization and formulate stringent institutional policies.