USING AI TOOLS TO DEVELOP WRITING ABILITIES OF INTERMEDIATE LEARNERS
DOI:
https://doi.org/10.37547/Keywords:
artificial intelligence, teaching, learner-centered roles, learning environmentsAbstract
This study investigates the impact of artificial intelligence–based tools on the improvement of English writing skills among 160 university students in Vietnam. With AI technologies becoming more widely integrated into educational settings, examining their role in language learning has emerged as a significant research focus. The study particularly examines how various forms of AI support contribute to enhancing students’ writing performance and overall language proficiency. The research analyzed five key independent variables: the type of AI tool used, including ChatGPT, Grammarly, and QuillBot; the degree of student interaction with these tools; the teaching methods implemented by instructors; the learners’ initial English proficiency level; and the length of time the AI tools were used throughout the study. These variables were selected because each may significantly affect the success of AI-assisted learning and influence writing achievement in different ways. To examine the relationship between these independent variables and students’ improvement in writing, the researchers applied multiple regression analysis. This statistical technique enabled them to measure the relative impact of each factor while controlling for the effects of the others.
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