This study explores the impact of AI-based writing assistants, such as Grammarly, QuillBot, and ChatGPT, on enhancing writing skills among EFL learners. Employing a mixed-methods approach, the research involved 60 intermediate EFL students over an 8-week intervention period. Results indicated significant improvements in grammar, vocabulary, and coherence for students using AI tools compared to a control group. Learners reported increased motivation, autonomy, and confidence in their writing. The study highlights both the pedagogical benefits and ethical challenges of integrating AI into language instruction, emphasizing the need for balanced, culturally responsive, and equitable AI implementation in EFL classrooms. The findings contribute to ongoing discussions on digital literacy and offer practical implications for teachers, curriculum developers, and policymakers.
| Mualliflar | Abduvaliyeva, Nigora Rovshan kizi |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-13 |
| Jild | 8 |
| Son | 5. |
| Betlar | 1220-1224 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i05.194 |
DOI: 10.70728/c.series.ped.v08.i05.194 · Maqolaning asl sahifasi
Artificial Intelligence (AI), EFL writing, AI writing assistants, Grammarly, ChatGPT, QuillBot, learner autonomy, writing skills, digital literacy, language education.
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