USING AI-BASED WRITING ASSISTANTS TO FOSTER LEARNER AUTONOMY IN ACADEMIC WRITING

Abstract

This study explores the impact of AI-based writing assistants on learner autonomy and writing proficiency among EFL students. Utilizing a mixed-methods approach, the research involved a quasi-experimental design with pre- and post-tests, complemented by qualitative data from semi-structured interviews and reflective journals. The quantitative findings reveal a significant improvement in writing proficiency for students using AI-based tools, with post-test scores increasing markedly compared to those receiving traditional instructor feedback. The AI tools also contributed to a notable rise in learner autonomy, as evidenced by higher autonomy scores in the experimental group. Qualitative insights indicate that students perceived the AI tools as highly beneficial for boosting confidence, engagement, and motivation, though some concerns about over-reliance and data privacy were noted. The study underscores the potential of AI-based writing assistants to enhance academic writing instruction while highlighting the need for a balanced integration with traditional pedagogical methods.