Content area
This study investigates how English as a Foreign Language students interact with artificial intelligence (AI) tools at different stages of the writing process. To achieve this aim, the study employed an experimental research design, with pre-and post-tests, and recruited 47 English as a Foreign Language learners at Arab Open University, Kuwait to participate. The students were divided randomly into an experimental group and a control group. The experimental group used AI tools in their writing tasks, while the control group did not. The treatment comprised 10 sessions covering the mechanics of writing in four rhetorical patterns (narrative, causative, comparative, and argumentative essays), with each session lasting for two hours. Results indicated that there were statistically significant differences. The students in the experimental group who used AI tools demonstrated a significant improvement in their writing performance in comparison to the control group.
Details
Comparative studies;
Writing processes;
Writing;
Control groups;
College students;
Research design;
Student writing;
Comparative analysis;
English language learners;
English language;
English as a second language learning;
English as a second language;
Foreign language learning;
Foreign languages;
Second language writing;
Chatbots;
Scholarship;
Students;
Colleges & universities;
Artificial intelligence;
Learning outcomes;
Comparative linguistics;
Groups
1 Arab Open University, Kuwait
2 Arab Open University, Saudi Arabia