Transforming EFL Writing Education: Possible Contributions of AI Training to Language Classroom Engagement and Achievement

Abstract

In recent years, artificial intelligence (AI) has become popular in English as a Foreign Language (EFL) writing classes; however, the effects of AI training on students’ learning remain underexplored. This study explores the effects of AI-supported writing instruction on tertiary-level EFL students’ language classroom engagement (LCE) and writing achievement. The Language Classroom Engagement Scale (LCES) (Eerdemutu et al., 2024) and students’ argumentative essays, students’ reflections and interviews were conducted. The results revealed statistically significant improvement in LCE, except for emotional engagement. Moreover, their achievement in topic, organization, support, style, and sources occurred while enhancing knowledge of conventions (grammar, punctuation and mechanics) was found limited. Qualitative findings indicated increased self-confidence and self-reflection. Overall, the findings highlight the potential of AI-supported tools in EFL writing instruction.