THE EFFECTS OF ARTIFICIAL INTELLIGENCE ON THE ENGLISH WRITING SKILLS OF ESL STUDENTS AT RAHIM YAR KHAN

Abstract

This study aims at analyzing the impact of Artificial Intelligence (AI) Writing Tools on the English Writing Skill of English as a Second Language (ESL) learner of Rahim Yar Khan, Pakistan. The study was spurred by the growing adoption of AI in learning and the surging demand for affordable language-learning options in resource-poor areas. The study was conducted with a mixed-method design, collecting quantitative data through a pre-test and post-test conducted with 100 ESL learners, and collecting qualitative data through semi-structured interviews with 20 of the ESL learners. The quantitative results revealed that there were statistically significant improvements in four most important writing skills, with the largest improvements in grammar accuracy and sentence coherence. Qualitative data analysis revealed that learner confidence, writing apprehension and self-knowingness of writing were increased with the thematic coding of the qualitative data. Over-reliance on AI tools and lessened critical thinking were among the cautions raised as well. Evidence supports that AI composing tools can be useful adjuncts to conventional ESL teaching, particularly in educationally disadvantaged contexts. The study concludes with pedagogical implications for ESL and guidelines for the effective integration of AI tools without sacrificing learner agency and analytical skill-building. This study works towards advocating for greater equity in education with new creative and inexpensive ways to enhance ESL writing education and student outcomes particularly in less privileged contexts such as Rahim Yar Khan, Pakistan.