DEVELOPING WRITING SKILLS USING AI TOOLS FOR INTERMEDIATE LEVEL STUDENTS
DOI:
https://doi.org/10.37547/Keywords:
artificial intelligence, teaching, learner-centered roles, learning environmentsAbstract
This study explores the influence of artificial intelligence–based tools on the development of English writing skills among 160 university students in Vietnam. As AI technologies become increasingly integrated into educational environments, understanding their role in language learning has become an important area of research. The study specifically focuses on how different forms of AI support can enhance students’ writing performance and improve overall language proficiency. Five major independent variables were examined in the research: the type of AI tool used (including ChatGPT, Grammarly, and QuillBot), the level of student interaction with these tools, the instructional method applied by teachers, the learners’ initial level of English proficiency, and the duration of AI tool usage over the course of the study. Each of these factors was selected because of its potential to shape the effectiveness of AI-assisted learning and influence writing outcomes in distinct ways. To analyze the relationship between the independent variables and students’ writing improvement, the researchers employed multiple regression analysis. This statistical method made it possible to determine the relative contribution of each factor while controlling for the influence of the others.
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