Using AI-Text Editing Tools to Enhance Writing Skills: An Attitudinal Case Study of Egyptian Undergraduates

Abstract

The evolution of artificial intelligence (AI) is transforming instructional practices in tertiary institutions. In teaching English as a foreign language (TEFL), many educators have become interested in using AI-text editing tools to design learning assessments. The fact that AI tools can truly have potential benefits for students' learning is still controversial. Thus, recognizing the positive impact of such AI-text editing tools on improving students' language skills still needs further investigation. Students' perspectives are one way that can enlighten educators and researchers about their merits and limitations. This case study investigates how Egyptian undergraduates perceive using AI-text editing tools to refine the quality of their translated manuscripts and improve their EFL writing abilities. Data was collected from students' self-reported observations of using different AI tools. Results showed that Egyptian undergraduates have a favorable attitude toward using AI in their assignments; AI-text editing tools have helped students enhance their EFL writing skills despite the few concerns they have raised about their use for future writing tasks. Integrating AI tools in EFL assessments is recommended since it helps achieve various Sustainable Development Goals (SDGs), specifically quality education and reduced inequality.

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