Using generative Artificial Intelligence as a pedagogical tool to enhance writing skills in english as a foreign language

Abstract

This action research investigated the impact of using generative artificial intelligence (GenAI) as a pedagogical tool to enhance writing skills among university students of English as a Foreign Language (EFL). The study was conducted during the first semester of 2025 with 32 students enrolled in an Academic Writing course at a public university in Ecuador. A pre- and post-test design was applied to compare students’ writing performance before and after an eight-week intervention using ChatGPT for guided brainstorming, drafting, and revision tasks. Data were collected through writing assessments, classroom observations, reflective journals, and focus group interviews. Quantitative results showed a significant increase in students’ overall writing scores, particularly in coherence, organization, and vocabulary richness. Qualitative findings revealed that learners developed stronger revision habits, higher motivation, and a greater sense of confidence in expressing ideas in English. However, students also emphasized the importance of ethical guidance and teacher mediation to prevent over-reliance on AI-generated content. The study concludes that GenAI, when implemented through structured pedagogical scaffolding, can effectively support writing development while fostering critical awareness, autonomy, and responsible digital literacy in EFL contexts

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