Mohammed Al-Raimi
General Requirements Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman
Badri Abdulhakim Mudhsh
English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman
Yasir Al-Yafaei
English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman
Salim Al-Maashani
English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman
The way that language is learned now needs to be innovative and creative due to changes in educational demands as a result of the unprecedented advancement in technology. Since artificial intelligence (AI) has become an integral part of education to support everyday tasks like teaching and learning languages, this study inspects the Omani EFL learners' perceptions and practices towards utilizing artificial intelligence tools for enhancing their writing skills. To answer the research questions, a number of 61 students from the General Requirements Unit at the Preparatory Studies Centre, University of Technology and Applied Sciences, Salalah, Sultanate of Oman, answered a 5-point Likert questionnaire. After analyzing the collected data statistically using SPSS (0.26), the results showed that Omani EFL students have positive perceptions towards utilizing artificial intelligence writing tools. The findings showed that translating words, phrases, and sentences is where Omani EFL students most frequently use AI tools. In order to verify spelling and grammar, they also employ AI techniques. The participants also report using AI writing tools to generate ideas for their writing and to assist them in composing essays and paragraphs. Findings showed that there were no significant differences between male and female students, and there was no correlation concerning the students' perceptions and practices in utilizing AI tools. The study's recommendations and implications were presented in accordance with this.
Abdalkader, S. M. A. (2022). Using artificial intelligence to improve writing fluency for the preparatory stage students in distinguished governmental language schools. Egyptian Journal of Educational Sciences, 2(2), 39-70.
Adams, D., & Chuah, K. M. (2022). Artificial intelligence-based tools in research writing: current trends and future potentials. Artificial Intelligence in Higher Education, 169-184.
Alammar, A., & Amin, E. A. (2023). EFL students’ perception of using AI paraphrasing tools in english language research projects. Arab World English Journal, 14(3), 166-181. https://dx.doi.org/10.24093/awej/vol14no3.11
Alhalangy, A., & AbdAlgane, M. (2023). Exploring the impact of AI on the EFL context: A case study of Saudi universities. Journal of Intercultural Communication, 23(2), 41-49.
Alharbi, W. (2023). AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools. Education Research International, 2023. https://doi.org/10.1155/2023/4253331
Ali, Z. (2020). Artificial intelligence (AI): A review of its uses in language teaching and learning. In: IOP Conference Series: Materials Science and Engineering. IOP Publishing. p. 012043.
Al-Maashani, S., & Mudhsh, B. A. (2023). Educational and instructional technology in EFL/ESL classrooms: A literature review. International Journal of Language and Literary Studies, 5(2), 292-304. https://doi.org/10.36892/ijlls.v5i2.1347
Alves Pereira, C., Komarlu, T., & Mobeirek, W. (2023). The future of AI-assisted writing. arXiv e-prints, arXiv-2306.
Al-Yafaei, Y., & Mudhsh, B. A. (2023). A review study on the impact of online collaborative learning on EFL students’ writing skills. International Journal of Linguistics Studies, 3(3), 08-18. https://doi.org/10.32996/ijils.2023.3.3.2
Behjat, F., Yamini, M., & Bagheri, M. S. (2011). E-tools to assist EFL learners’ writing skill: wikis, weblogs, and podcasts. The Journal of Applied Linguistics, 4.
Belkhir, A., & Benyelles, R. (2017). Identifying EFL learners essay writing difficulties and sources: a move towards solution the case of second year EFL learners at Tlemcen University. International Journal of Learning, Teaching and Educational Research, 16(6), 80-88.
Bouchefra, M. (2015). Writing deficiency among EFL university students: Causes and solutions the case of English LMD students at Djilali Liabes University. Advances in Language and Literary studies, 6(4), 92-102.
Burkhard, M. (2022). Student perceptions of AI-powered writing tools: towards individualized teaching strategies. International Association for Development of the Information Society. 19th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA).
Cancino, M., & Panes, J. (2021). The impact of google translate on l2 writing quality measures: evidence from chilean EFL high school learners. System, 98, 102464.
Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52-57.
Fazilatfar, A. M., Ilun, M., & Chenari, Z. (2017). Impact of skill-based communicative approach on writing skill of EFL learners. International Journal of Scientific Study, 5(4), 55-66.
Godwin-Jones, R. (2022). Partnering with AI-intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24. http://doi.org/10125/73474
Hedge, T. (1988). Writing. Oxford University Press. Oxford.
Hidayati, I. N., Dewanti, R., & Rasyid, Y. (2021). Integrating ICT learning model and the use of AI to enhance students’ writing quality. In: Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020; 18 November 2020; Magelang, Central Java, Indonesia.
Hwang, W. Y., & Nurtantyana, R. (2022). The integration of multiple recognition technologies and artificial intelligence to facilitate EFL writing in authentic contexts. In: 2022 6th International Conference on Information Technology (InCIT). IEEE. pp. 379-383.
Merrick, K. E. (2011). A computational model of achievement motivation for artificial agents. In: AAMAS. pp. 1067-1068.
Mushthoza, D. A., Syariatin, N., Tahalele, O., et al. (2023). Analyzing the impact of artificial intelligence (AI) on the future of English language teaching and learning. Journal on Education, 6(1), 1549-1557.
Nadimpalli, V. K., Hauser, F., Bittner, D., et al. (2023). Systematic literature review for the use of AI based techniques in adaptive learning management systems. In: Proceedings of the 5th European Conference on Software Engineering Education. pp. 83-92.
Neji, W., Boughattas, N., & Ziadi, F. (2023). Exploring new AI-based technologies to enhance students’ motivation. Issues in Informing Science & Information Technology, 20.
Pereira, V., Hadjielias, E., Christofi, M., & Vrontis, D. (2023). A systematic literature review on the impact of artificial intelligence on workplace outcomes: A multi-process perspective. Human Resource Management Review, 33(1), 100857.
Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL students’ errors in writing. Journal of Education and Practice, 6(32), 99-106.
Pratiwi, T. L. (2021). EFL college students writing anxiety of English language education at Universitas Internasional Batam. In: ELT Forum: Journal of English Language Teaching, 10(2), 100-112.
Rahman, N. A. A., Zulkornain, L. H., & Hamzah, N. H. (2022). Exploring Artificial Intelligence using Automated Writing Evaluation for Writing Skills. Environment-Behaviour Proceedings Journal, 7(SI9), 547-553.
RahmtAllah, E. A. (2023). The use of online automated writing checkers among EFL learners. Studies in English Language Teaching, 11(1), 24-35.
Rozimela, Y., & Wahyuni, D. (2019). The relationship between students’ perceived needs, their learning preferences and their ability of writing academic text. International Journal on Studies in English Language and Literature, 7(2), 1-9.
Sasmita, Y. V., & Setyowati, L. (2021). Problems faced by EFL students in learning to write. Linguista: Jurnal Ilmiah Bahasa, Sastra, Dan Pembelajarannya, 5(1), 11-25.
Silva, A.D., & Janes, D.D. (2020). Exploring the Role of Artificial Intelligence in Education: A Comprehensive Perspective. Review of Artificial Intelligence in Education, 1. https://doi.org/10.37497/rev.artif.intell.education.v1i00.5
Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the use of AI in a writing class. In: 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Atlantis Press. pp. 52-57.
Syahnaz, M., & Fithriani, R. (2023). Utilizing artificial intelligence-based paraphrasing tool in EFL writing class: a focus on Indonesian university students’ perceptions. Scope: Journal of English Language Teaching, 7(2), 210-218.
Taskiran, A., & Goksel, N. (2022). Automated feedback and teacher feedback: Writing achievement in learning English as a foreign language at a distance. Turkish Online Journal of Distance Education, 23(2), 120-139.
Woo, D. J., Susanto, H., Yeung, C. H., et al. (2023). Exploring AI-generated text in student writing: how does AI help? arXiv preprint arXiv:2304.02478.
Yang, S. H. (2007). Artificial intelligence for integrating English oral practice and writing skills. Sino-US English Teaching, 4(4), 1-6.
Copyright © 2024 Mohammed Al-Raimi, Badri Abdulhakim Mudhsh, Yasir Al-Yafaei, Salim Al-Maashani
This is an open access article under the Creative Commons Attribution 4.0 International License.
