Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing
The increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text gen...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitas Syiah Kuala
2024-06-01
|
| Series: | Studies in English Language and Education |
| Subjects: | |
| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/35875 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832583566570029056 |
|---|---|
| author | Regina Rahmi Zahria Amalina Andriansyah Andriansyah Adrian Rodgers |
| author_facet | Regina Rahmi Zahria Amalina Andriansyah Andriansyah Adrian Rodgers |
| author_sort | Regina Rahmi |
| collection | DOAJ |
| description | The increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text generator, focusing on its potential impact and effectiveness for L2 learners’ writing skills. This AI-powered writing software curates writing content according to writers’ preferences. Four seventh-semester EFL students were selected using homogeneous purposive sampling. Data collection involved tests and questionnaires, with subsequent analysis including text comparison to measure Lexical Diversity indices, followed by descriptive analysis. The results indicate that while the AI writing assistant aids in correcting grammatical errors and enhancing text cohesion and coherence, it lacks content density at times. In some instances, the intended message and thoughts of the students were not effectively conveyed, leading to the inclusion of ideas unrelated to the initial topic. This study underlines the importance of considering linguistic and content-related aspects in evaluating AI-generated writing assistants. While the tool enhances grammatical accuracy and structural coherence, further refinement is needed to address deficiencies in content density. The analysis of four seventh-semester EFL students offers valuable insights into the evolving AI in education, prompting considerations for optimizing these tools to better meet the diverse needs of language learners and educators. |
| format | Article |
| id | doaj-art-cb19e3d749fc476782e9c946ee15455b |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-cb19e3d749fc476782e9c946ee15455b2025-01-28T10:47:38ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752024-06-01112998101210.24815/siele.v11i2.3587518309Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writingRegina Rahmi0Zahria Amalina1Andriansyah Andriansyah2Adrian Rodgers3Universitas Bina Bangsa GetsempenaUniversitas Bina Bangsa GetsempenaUniversitas Islam Negeri Ar-RaniryThe Ohio State UniversityThe increasing use of tools that assist English as a Foreign Language (EFL) learners in achieving writing fluency has drawn attention to the rapidly evolving role of AI in education. This study evaluates an AI-generated writing assistant in English language learning, that is the ParagraphAI text generator, focusing on its potential impact and effectiveness for L2 learners’ writing skills. This AI-powered writing software curates writing content according to writers’ preferences. Four seventh-semester EFL students were selected using homogeneous purposive sampling. Data collection involved tests and questionnaires, with subsequent analysis including text comparison to measure Lexical Diversity indices, followed by descriptive analysis. The results indicate that while the AI writing assistant aids in correcting grammatical errors and enhancing text cohesion and coherence, it lacks content density at times. In some instances, the intended message and thoughts of the students were not effectively conveyed, leading to the inclusion of ideas unrelated to the initial topic. This study underlines the importance of considering linguistic and content-related aspects in evaluating AI-generated writing assistants. While the tool enhances grammatical accuracy and structural coherence, further refinement is needed to address deficiencies in content density. The analysis of four seventh-semester EFL students offers valuable insights into the evolving AI in education, prompting considerations for optimizing these tools to better meet the diverse needs of language learners and educators.https://jurnal.usk.ac.id/SiELE/article/view/35875artificial intelligenceenglish as a foreign languagelinguistic analysiswriting assistant |
| spellingShingle | Regina Rahmi Zahria Amalina Andriansyah Andriansyah Adrian Rodgers Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing Studies in English Language and Education artificial intelligence english as a foreign language linguistic analysis writing assistant |
| title | Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing |
| title_full | Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing |
| title_fullStr | Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing |
| title_full_unstemmed | Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing |
| title_short | Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing |
| title_sort | does it really help exploring the impact of al generated writing assistant on the students english writing |
| topic | artificial intelligence english as a foreign language linguistic analysis writing assistant |
| url | https://jurnal.usk.ac.id/SiELE/article/view/35875 |
| work_keys_str_mv | AT reginarahmi doesitreallyhelpexploringtheimpactofalgeneratedwritingassistantonthestudentsenglishwriting AT zahriaamalina doesitreallyhelpexploringtheimpactofalgeneratedwritingassistantonthestudentsenglishwriting AT andriansyahandriansyah doesitreallyhelpexploringtheimpactofalgeneratedwritingassistantonthestudentsenglishwriting AT adrianrodgers doesitreallyhelpexploringtheimpactofalgeneratedwritingassistantonthestudentsenglishwriting |