View in EDS

Evaluating the Effectiveness of AI-Driven Approaches on EFL Learners' Expository Writing Skills

Saved in:
Bibliographic Details
Title: Evaluating the Effectiveness of AI-Driven Approaches on EFL Learners' Expository Writing Skills
Language: English
Authors: Akbar Bahari (ORCID 0000-0002-4575-6480)
Source: TESOL Journal. 2026 17(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Integration, English (Second Language), Second Language Learning, Expository Writing, Writing Skills, Technology Uses in Education, Program Effectiveness, Student Motivation, Learner Engagement, Self Esteem, Grammar, Language Fluency, Graduate Students
DOI: 10.1002/tesj.70099
ISSN: 1056-7941
1949-3533
Abstract: The integration of artificial intelligence (AI) into educational settings has transformed language learning methodologies, particularly for English as a Foreign Language (EFL) learners. This study evaluates the effectiveness of AI-driven interventions--specifically real-time grammar enhancement, comprehensive writing analysis, and contextual language fluency--on improving EFL learners' expository writing skills. Tools such as Grammarly, ProWritingAid, and Ginger Software were employed to provide personalized feedback and adaptive learning pathways. Data were collected through a pretest-posttest experimental design involving 291 EFL postgraduate students, who were randomly assigned to experimental and control groups. Quantitative data were analyzed using statistical methods including ANOVA and multiple comparisons to assess improvements in writing performance and cognitive load Qualitative data from participant interviews and surveys were thematically analyzed to explore perceptions of AI tool effectiveness. The results demonstrated significant improvements in writing performance and reduced cognitive load among participants using AI tools compared to traditional instructional methods. Qualitative feedback indicated enhanced learner motivation and engagement, as well as increased confidence in writing tasks. The findings underscore the transformative potential of AI in language education, suggesting its strategic integration can enhance writing proficiency and meet the evolving needs of EFL learners. The study contributes to the development of best practices for leveraging AI technologies in educational contexts and highlights areas for future research into the long-term impacts of AI interventions on language learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498619
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1498619
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evaluating the Effectiveness of AI-Driven Approaches on EFL Learners' Expository Writing Skills
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Akbar+Bahari%22">Akbar Bahari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4575-6480">0000-0002-4575-6480</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2026 17(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tesj.70099
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The integration of artificial intelligence (AI) into educational settings has transformed language learning methodologies, particularly for English as a Foreign Language (EFL) learners. This study evaluates the effectiveness of AI-driven interventions--specifically real-time grammar enhancement, comprehensive writing analysis, and contextual language fluency--on improving EFL learners' expository writing skills. Tools such as Grammarly, ProWritingAid, and Ginger Software were employed to provide personalized feedback and adaptive learning pathways. Data were collected through a pretest-posttest experimental design involving 291 EFL postgraduate students, who were randomly assigned to experimental and control groups. Quantitative data were analyzed using statistical methods including ANOVA and multiple comparisons to assess improvements in writing performance and cognitive load Qualitative data from participant interviews and surveys were thematically analyzed to explore perceptions of AI tool effectiveness. The results demonstrated significant improvements in writing performance and reduced cognitive load among participants using AI tools compared to traditional instructional methods. Qualitative feedback indicated enhanced learner motivation and engagement, as well as increased confidence in writing tasks. The findings underscore the transformative potential of AI in language education, suggesting its strategic integration can enhance writing proficiency and meet the evolving needs of EFL learners. The study contributes to the development of best practices for leveraging AI technologies in educational contexts and highlights areas for future research into the long-term impacts of AI interventions on language learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1498619
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498619
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tesj.70099
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Expository Writing
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Graduate Students
        Type: general
    Titles:
      – TitleFull: Evaluating the Effectiveness of AI-Driven Approaches on EFL Learners' Expository Writing Skills
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Akbar Bahari
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1056-7941
            – Type: issn-electronic
              Value: 1949-3533
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: TESOL Journal
              Type: main
ResultId 1