The Use of AI Writing Tools in Second Language Learning to Enhance Kazakh IT Students'Academic Writing Skills

Authors

  • Regina Sharshova

    Department of Russian Philology and World Literature, Al-Farabi Kazakh National University, Almaty 050040,

    Republic of Kazakhstan
  • Zhanat Salkhanova

    Department of Russian Philology and World Literature, Al-Farabi Kazakh National University, Almaty 050040,

    Republic of Kazakhstan
  • Perizat Yelubayeva

    Department of Turkic Studies and Theory of Languages, Al-Farabi Kazakh National University, Almaty 050040,

    Republic of Kazakhstan
  • Arailym Maral

    Department of Languages, International Information Technology University, Almaty 050040, Republic of Kazakhstan
  • Aizhana Sholakhova

    Department of Languages, International Information Technology University, Almaty 050040, Republic of Kazakhstan
  • Kaliaskarova Ainur

    Department of Languages, International Information Technology University, Almaty 050040, Republic of Kazakhstan

DOI:

https://doi.org/10.30564/fls.v7i8.10408
Received: 9 June 2025 | Revised: 20 June 2025 | Accepted: 29 June 2025 | Published Online: 30 July 2025

Abstract

In multilingual educational environments, such as those in Kazakhstan, integrating artificial intelligence (AI) into second-language teaching presents new pedagogical possibilities. This study investigates the impact of AI-powered writing tools on academic writing achievement, student engagement, and ethical awareness among second-year Information Technology (IT) students enrolled in a Russian as a second language course at the International Information Technology University (IITU). Based on Vygotsky’s Zone of Proximal Development (ZPD), the study employed a mixed-methods design, incorporating pre- and post-tests, student surveys, and reflective journals. An instructional model was implemented that integrated AI tools into a scaffolded writing pedagogy. Results showed a 23% increase in essay length (fluency), a 31% reduction in language errors (accuracy), and an improvement in lexical diversity (TTR) from 0.52 to 0.64. Surveys and journals revealed that students perceived AI tools as helpful for enhancing writing clarity and revision, but also expressed concerns about their ethical use and potential over-reliance. Reflective journal analysis showed a significant increase in students'ethical awareness, with 70% demonstrating an understanding of authorship, transparency, and academic integrity by the end of the course. These results suggest that when thoughtfully integrated within a framework aligned with students'ZPD, AI tools can improve academic writing outcomes while supporting metacognitive and ethical development. The study offers practical implications for AI-enabled language learning in digitally-focused, multilingual university contexts.

Keywords:

AI Writing Tools; Academic Writing; Russian as a Second Language; Zone of Proximal Development; Student Engagement; Ethical Awareness; IT Students; Scaffolding

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How to Cite

Sharshova, R., Salkhanova, Z., Yelubayeva, P., Maral, A., Sholakhova, A., & Ainur, K. (2025). The Use of AI Writing Tools in Second Language Learning to Enhance Kazakh IT Students’Academic Writing Skills. Forum for Linguistic Studies, 7(8), 251–267. https://doi.org/10.30564/fls.v7i8.10408

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Vol. 7 , Iss. 8 (August 2025): In progress

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Copyright © 2025 Regina Sharshova, Zhanat Salkhanova, Perizat Yelubayeva, Arailym Maral, Aizhana Sholakhova, Kaliaskarova Ainur

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.