Leveraging AI for Writing Instruction in EFL Classrooms: Opportunities and Challenges
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| Title: | Leveraging AI for Writing Instruction in EFL Classrooms: Opportunities and Challenges |
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| Language: | English |
| Authors: | Lam Ky Nhan (ORCID |
| Source: | Educational Process: International Journal. Article e2025158 2025 15. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, English (Second Language), Second Language Instruction, Writing Instruction, Student Attitudes, Writing Skills, Writing Improvement, Cultural Influences, Creativity, Foreign Countries, College Students |
| Geographic Terms: | Vietnam |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The use of AI in EFL writing instruction has been identified as a potential way of improving learning outcomes. Nevertheless, there are concerns about overreliance, cultural limitations, and the inability of AI to measure creativity and emotional tone. This paper aims to investigate the opportunities and challenges of applying AI tools in EFL writing instruction in order to gain pedagogical implications. Materials/methods: The study used a mixed methods approach, using surveys and interviews to collect data from 150 fourth-year English major students in a university in the Mekong Delta. The participants used AI writing tools, and their experiences were evaluated to determine how well AI helps improve writing skills. Results: Findings show that AI tools give quick and equal feedback, help the learner be independent, and achieve better writing skills. However, the research revealed opinions about over-reliance, cultural gaps, and restrictions in measuring creativity. While AI proved beneficial, students emphasized the need for teacher guidance to supplement AI-generated feedback. Conclusion: The use of AI in EFL writing instruction can potentially provide learners with individualized support and an autonomous learning environment. However, it is crucial to avoid over-reliance on AI tools and ensure that traditional teaching methods are also incorporated to avoid the drawbacks of the tool. Future work should aim to improve the AI tools to suit the cultural and contextual variations and also to encourage critical and creative writing. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475884 |
| Database: | ERIC |
| Abstract: | Background/purpose: The use of AI in EFL writing instruction has been identified as a potential way of improving learning outcomes. Nevertheless, there are concerns about overreliance, cultural limitations, and the inability of AI to measure creativity and emotional tone. This paper aims to investigate the opportunities and challenges of applying AI tools in EFL writing instruction in order to gain pedagogical implications. Materials/methods: The study used a mixed methods approach, using surveys and interviews to collect data from 150 fourth-year English major students in a university in the Mekong Delta. The participants used AI writing tools, and their experiences were evaluated to determine how well AI helps improve writing skills. Results: Findings show that AI tools give quick and equal feedback, help the learner be independent, and achieve better writing skills. However, the research revealed opinions about over-reliance, cultural gaps, and restrictions in measuring creativity. While AI proved beneficial, students emphasized the need for teacher guidance to supplement AI-generated feedback. Conclusion: The use of AI in EFL writing instruction can potentially provide learners with individualized support and an autonomous learning environment. However, it is crucial to avoid over-reliance on AI tools and ensure that traditional teaching methods are also incorporated to avoid the drawbacks of the tool. Future work should aim to improve the AI tools to suit the cultural and contextual variations and also to encourage critical and creative writing. |
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| ISSN: | 2147-0901 2564-8020 |
