The Impact of Artificial Intelligence on Enhancing EFL Writing Skills among High School Students
Keywords:
Artificial Intelligence (AI), ChatGPT, EFL writing skills, High school students, Experimental study, Language learning technology, AI in language education
Abstract
There has been a noticeable interest in the use of Artificial Intelligence (AI) at education field over the last couple of years. The current study aimed to examine the impact of AI, notably ChatGPT, on EFL writing skills among high school students. The study employed a pre-post test design, with intermediate-level EFL students (aged 14-16) engaging with ChatGPT over an eight-week intervention. The study took place in Jeddah, Saudi Arabia. The results, including paired-sample t-tests, showed improvements in most writing skills, task achievement (mean score increase from 3.0 to 5.2), coherence and cohesion (mean score increase from 3.2 to 5.0), and lexical resource (mean score increase from 3.0 to 4.4). Surprisingly, grammatical range and accuracy exhibited a mean score decrease from 3.0 to 2.9, signaling the need for deeper investigation. Overall writing skill significantly improved, as evidenced by the mean score increase from 12.3 to 17.4. Validating ChatGPT's evaluative function, over 90% agreement was found when compared to assessments by expert English teachers. These findings endorse the incorporation of AI in EFL curricula, highlighting both the potential and the necessity for an integrated pedagogical approach.
References
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21. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
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23. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/10.3390/su15054613
24. Amin, E. A. R. (2023). Ammar Alammar. Arab World English Journal (AWEJ), 14(3), 166-181.
25. Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818–824. https://doi.org/10.25082/amler.2023.02.009
26. Beam, I. J., & Ningrum, S. (2023). ChatGPT’s impact: The AI revolution in EFL writing. Borneo Engineering & Advanced Multidisciplinary International Journal, 2(Special Issue (TECHON 2023)), 32–37.
27. Cheong, W., & Hong, H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 37–45.
28. Domenech, J. (2023). ChatGPT in the classroom: Friend or foe? In Proceedings of the 9th International Conference on Higher Education Advances (HEAd’23), 339–347. https://doi.org/10.4995/HEAd23.2023.16179
29. Faiz, R., Bilal, H. A. B., Asghar, I., & Safdar, A. (2023). Optimizing ChatGPT as a writing aid for EFL learners: Balancing assistance and skill development in writing proficiency. Linguistic Forum-A Journal of Linguistics, 5(3), 24–37.
30. Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 1–29.
31. Han, J., Yoo, H., Myung, J., Kim, M., Lee, T. Y., Ahn, S.-Y., & Oh, A. (2023). ChEDDAR: Student-ChatGPT dialogue in EFL writing education. ArXiv Preprint ArXiv:2309.13243. Retrieved from http://arxiv.org/abs/2309.13243
32. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
33. Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning and Teaching, 6(1).
34. Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469.
35. Mohamed, A. M. (2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 1–23.
36. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/10.3390/su15043185
37. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5).
38. Silitonga, F., & Isbah, M. F. (2023). Artificial Intelligence and the Future of Work in the Indonesian Public Sector. Jurnal Ilmu Sosial dan Humaniora, 12(2), 296-308.
39. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
40. Woo, D. J. (n.d.). Evaluating a learning design for EFL writing using ChatGPT. Retrieved from https://www.researchgate.net/publication/373265937_Evaluating_a_Learning_Design_for_EFL_Writing_Using_ChatGPT
41. Woo, D. J., Guo, K., & Susanto, H. (2023). Cases of EFL secondary students’ prompt engineering pathways to complete a writing task with ChatGPT. ArXiv Preprint ArXiv:2307.05493. Retrieved from http://arxiv.org/abs/2307.05493
42. Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967.
43. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The Effect of (Macro/Micro) Wiki Content Organization on Developing Metacognition Skills. Life Science Journal, 14(12).
44. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12).
2. AlAfnan, M. A., & MohdZuki, S. F. (2023). Do artificial intelligence chatbots have a writing style? An investigation into the stylistic features of ChatGPT-4. Journal of Artificial intelligence and technology, 3(3), 85-94.
3. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
4. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
5. Algaraady, J., & Mahyoob, M. (2023). ChatGPT’s capabilities in spotting and analyzing writing errors experienced by EFL learners. Arab World English Journal, 9, 3–17. https://doi.org/10.24093/awej/call9.1
6. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 1-25. https://doi.org/10.3991/ijim.v18i07.45335
7. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
8. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. https://doi.org/10.3991/ijet.v17i06.28885
9. Alhalafawy, W. S., & Zaki, M. Z. T. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies, 13(8).
10. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. https://doi.org/10.3991/ijim.v15i13.21253
11. Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). Impact of ChatGPT on learning motivation: teachers and students' voices. Journal of English Studies in Arabia Felix, 2(1), 41-49.
12. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
13. Alotaibi, H. H., & Zeidan, A. A. (2023). Impact Of Mobile Learning Implementation In Efl/Esl: Systematic Review. Journal of Positive School Psychology, 471-493.
14. Alotaibi, H. H., & Zeidan, A. A. (2023). Mobile Learning Implementation In EFL/ESL: Qualitative Systematic Review. Journal of Positive School Psychology, 896-920.
15. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
16. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/10.3390/su15021305
17. Alzahrani, F. K. (2018). The Relationship Between Subtitled Video Sharing and Vocabulary Learning Among EFL Students at Secondary Stage. Journal for Specialized Studies, 15(1), 29-48.
18. Alzahrani, F. K. (2021). The Effectiveness of Padlet in Enhancing Reading and Writing Skills in English Language Course Among EFL Students at Secondary Stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
19. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
20. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. H. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. journal of arts, literature, humanities and social sciences, (97), 345-363. https://doi.org/DOI: https://doi.org/10.33193/JALHSS.97.2023.941
21. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
22. Alzahrani, F. K. J., Al-Sobhi, B. M. S., Alshehri, S. A. A., Hatan, M. I. A., Al-Ghamdi, A. M. A., & Alsubhi, I. S. M. (2024). Investigating EFL Students’ Attitudes Toward Talented Speakers Contest. journal of arts, literature, humanities and social sciences, (102), 331-318. https://doi.org/10.33193/JALHSS.102.2024.1062
23. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/10.3390/su15054613
24. Amin, E. A. R. (2023). Ammar Alammar. Arab World English Journal (AWEJ), 14(3), 166-181.
25. Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818–824. https://doi.org/10.25082/amler.2023.02.009
26. Beam, I. J., & Ningrum, S. (2023). ChatGPT’s impact: The AI revolution in EFL writing. Borneo Engineering & Advanced Multidisciplinary International Journal, 2(Special Issue (TECHON 2023)), 32–37.
27. Cheong, W., & Hong, H. (2023). The impact of ChatGPT on foreign language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 37–45.
28. Domenech, J. (2023). ChatGPT in the classroom: Friend or foe? In Proceedings of the 9th International Conference on Higher Education Advances (HEAd’23), 339–347. https://doi.org/10.4995/HEAd23.2023.16179
29. Faiz, R., Bilal, H. A. B., Asghar, I., & Safdar, A. (2023). Optimizing ChatGPT as a writing aid for EFL learners: Balancing assistance and skill development in writing proficiency. Linguistic Forum-A Journal of Linguistics, 5(3), 24–37.
30. Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 1–29.
31. Han, J., Yoo, H., Myung, J., Kim, M., Lee, T. Y., Ahn, S.-Y., & Oh, A. (2023). ChEDDAR: Student-ChatGPT dialogue in EFL writing education. ArXiv Preprint ArXiv:2309.13243. Retrieved from http://arxiv.org/abs/2309.13243
32. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
33. Limna, P., Kraiwanit, T., Jangjarat, K., Klayklung, P., & Chocksathaporn, P. (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning and Teaching, 6(1).
34. Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469.
35. Mohamed, A. M. (2023). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 1–23.
36. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/10.3390/su15043185
37. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5).
38. Silitonga, F., & Isbah, M. F. (2023). Artificial Intelligence and the Future of Work in the Indonesian Public Sector. Jurnal Ilmu Sosial dan Humaniora, 12(2), 296-308.
39. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
40. Woo, D. J. (n.d.). Evaluating a learning design for EFL writing using ChatGPT. Retrieved from https://www.researchgate.net/publication/373265937_Evaluating_a_Learning_Design_for_EFL_Writing_Using_ChatGPT
41. Woo, D. J., Guo, K., & Susanto, H. (2023). Cases of EFL secondary students’ prompt engineering pathways to complete a writing task with ChatGPT. ArXiv Preprint ArXiv:2307.05493. Retrieved from http://arxiv.org/abs/2307.05493
42. Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943-13967.
43. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The Effect of (Macro/Micro) Wiki Content Organization on Developing Metacognition Skills. Life Science Journal, 14(12).
44. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12).
Published
2024-04-11
How to Cite
Dr. Fahd Kamis J. Alzahrani, & Dr. Haef Hussain Alotaibi. (2024). The Impact of Artificial Intelligence on Enhancing EFL Writing Skills among High School Students. Journal of Educational and Human Sciences, (34), 226-240. https://doi.org/10.33193/JEAHS.34.2024.482
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