Using Generative Artificial Intelligence to Support EFL Students’ Writing Proficiency in University in China.
Yvonne Marie Tiandem-Adamou
Abstract
This study offers insights into the impact of integrating cooperative learning with Generative AI (GenAI) to enhance ESL/EFL academic writing in a Chinese EMI university setting. This quasi-experimental study effectively addresses a significant gap in technology-mediated language education by combining cooperative learning strategies with GenAI tools for brainstorming, outlining, grammar, and vocabulary checks. The study design applies pre- and post-intervention assessments, classroom observations, and engagement logs to show how these tools affect students’ writing quality and engagement. The findings revealed a high correlation between the pre-post test for overall writing quality at 0.707 (p < 0.001) and a t-value of -47.357 (p < 0.001), indicating substantial improvements in overall writing quality. The mean scores for each writing skill showed remarkable improvements from pre- to post-intervention, predicting the benefit of language educators using GenAI to improve coherence, grammar, vocabulary, and argumentation skills in ESL contexts. This study advances understanding of technology-enhanced language learning and offers actionable recommendations for educators.