Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners' perspectives


  • 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.


AI tools; artificial intelligence (AI); Omani EFL learners; tools; writing skills


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