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PROBLEMS IN APPLYING AI ASSISTED TOOLS TO ENHANCE EFL
LEARNERS WRITING SKILLS
Sodikova Robiyakhon
A’zimjon
qizi
4
th
year student of
Uzbekistan State World Languages University
English philology faculty, Tashkent, Uzbekistan
Annotation:
This study provides a critical viewpoint on the div of research
currently available on the use of AI tools in the classroom. This article's main goal is
to shed light on the potential negative effects, study findings, and prospects of this
movement. AI has become an integral element of modern technology, powering
everything from smartphones to the intricate algorithms that run financial markets.
As such, its influence on education is evident, particularly in the context of learning
foreign languages. Thus, the widespread usage of AI technologies increases
awareness of its effects and function in education, particularly in EFL learning and
enhancing students' writing abilities. Numerous studies and discussions have been
conducted on this subject; some have concluded that it is harmless and helpful, while
others have pointed out that it can impair students' writing skills as well as their
psychology, which lowers their self-esteem. In order to make conclusions regarding
its worldwide significance, the author provides more specific material and attempts to
present a viewpoint based on negative sides of this shift in EFL education.
Keywords:
Artificial intelligence, writing tools, writing elements, critical
thinking, generating ideas, human cognitive abilities, navigate, reliance on artificial
intelligence, summarizing literature, essay writing.
Introduction
Artificial intelligence has evolved from a sci-fi fantasy to a modern reality that
permeates both our personal and professional life. Its influence in everything from
entertainment to healthcare is undeniable. The academic sector is not an exception to
this change. AI technologies are widely employed in the educational field in a variety
of ways to improve student and teacher efficiency as well as to make learning easier,
more enjoyable, convenient, and inclusive by saving users' time and effort. Writing
falls within this category, as well. AI technologies are being utilized extensively by
both professors and students for a variety of tasks, including as coming up with ideas
for academic papers, providing more complex words, phrases, or equivalents, and
testing for grammar, writing structure, even consistency and cohesion. Students and
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teachers frequently utilize Chat GPT to evaluate writings in many countries, notably
the author's native country. This is especially true for the Writing section of the
IELTS language certificate, and many other students use Chat GPT as a source of
information to finish their academic assignments. However, some are concerned that
as we grow more reliant on these tools, they are altering their function as our helpers.
The widespread use of Chat GPT in educational settings, particularly in writing, has
increased reliance on artificial intelligence, for example, when it comes to writing
essays, coming up with ideas, and summarizing literature, among other academic
tasks. This is despite the fact that these AI tools are beneficial to members of the
academic community in many ways. When asked to compose a 250-word essay
without the aid of artificial intelligence, students frequently find themselves stuck in
the middle of the sentence. They claim that because they lack access to AI, they run
out of ideas while speaking and writing, even on actual tests. Furthermore, candidates
have expressed concerns about academic integrity and AI-assisted cheating [2], as
well as the potential harm to human cognitive functions including judgment and
mental processes, despite the fact that it offers numerous advantages in completing
difficult assignments. These worries are only heightened by research demonstrating a
high correlation between students' use of AI technologies and their academic self-
efficacy and self-esteem [2]. Writing production, instruction, learning, evaluation,
and editing have all been transformed by artificial intelligence (AI). Authoring tools
like automated writing evaluation (AWE) and automated essay scoring, which were
first developed to assist writing teachers in assessing their students' assignments, have
undergone a complete transformation thanks to AI technology. Originally designed to
offer simple grammar and spelling checks, these tools now offer comprehensive
support in identifying writing problems and offering suggestions for improving the
writing quality [1]. Nevertheless, despite these reservations, about 50% of college
students use generative AI for their assignments, such as Chat GPT and this
percentage is expected to rise annually. Therefore, it is recommended that there be no
restrictions or opposition to the use of Chat GPT in academic contexts. Instead, it is
crucial that students understand how AI tools work, including how to design effective
instructions or prompts (a process known as "prompt engineering") and evaluate the
precision and reliability of the output that these AI tools generate. Additionally, this
teaching approach can give students the information and abilities they need to use
modern technology responsibly and productively [15].
Main problems in application of AI writing tools in EFL classroom
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Many AI writing tools are now available for use. The majority of students in
their own nation utilize Google Translate, Grammarly, QuillBot, Paraphraser, and
Chat GPT as writing aids. Numerous AI writing technologies, such as iTEST, iWrite,
paperpal,Writing Roadmap and Write to Learn, Grammarly, Wordtune, Writerly, and
Google Docs. have been introduced in numerous different nations to evaluate and
enhance written writings. Among them Grammarly, ProWritingAid and Ginger are
considered as Automated Writing Corrective Feedback (AWCF) Tools and gained
popularity while Chat GPT, Jenni AI, QuillBot can be considered as Automated
writing evaluation (AWE) Tools [1]. Grammarly, which is accessible as a standalone
application, a browser plugin, and integrated with programs like Google Docs and
Microsoft Word, has recently become a well-known and reliable writing tool. The
academic community particularly likes it because of its time-saving features and
availability in both free and premium versions. Grammarly has helped many test-
takers get improved CEFR and IELTS scores, while teachers and students report
notable gains in vocabulary, organization, and grammar abilities. The accuracy and
efficacy of the tool, especially in EFL courses, have also been confirmed by
numerous research. Given Grammarly's importance in the field of cutting-edge
artificial intelligence (AI) technology that supports authors in the contemporary
digital era, additional study and studies are required, even if the platform has recently
experienced a global surge in popularity that has been supported by highly successful
marketing campaigns [14]. This is due to the fact that many research findings point to
its negative aspects. According to research, Grammarly was unable to accurately
detect errors by either overflagging, commonly known as false positives, or
missedflagging, also known as false negatives [3]. Grammarly's remarks, like those
generated by AWE, have also been criticized for being overly long or repetitious
[11]. Additionally, there were concerns with Grammarly's feedback phrasing.
Grammarly is designed to avoid providing explanations that are too complex for non-
expert users to comprehend in order to make it easier to understand. Oversimplifying
feedback might sometimes risk its optimal application [5]. However, other research in
the literature reported that Grammarly's feedback was occasionally excessively
technical and hence difficult to understand [10]. Consistent rules for utilizing
Grammarly in research have proven difficult to obtain. Although some academics
recommend it for beginners or low-proficiency language learners [9], others disagree
and advocate for advanced English language learners. Koltovskaia [8] claims that
students who are not fluent in language may not fully comprehend AWCF and, as a
result, may be unable to use Grammarly properly [8].
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B. Derseh and Y.F. Kassahun ran a 92-person trial with Writerly and Google
Docs. Students who used these AI tools performed much better on writing tests than
those who were taught using traditional approaches. Their compositions excelled in
goal completion, coherence, vocabulary, and grammar. The experimental group also
found the AI tools entertaining and useful, whereas the control group generated
lower-quality writings [6]. However, despite the extensive study on different AI
writing technologies, little is known about Writerly and Google Docs, particularly
given the current research backdrop of growing use of AI writing tools. The
combined use of Writerly and Google Docs in writing teaching has therefore not been
sufficiently researched, despite the fact that the use of Google Docs in foreign
language writing instruction has been previously examined [12]. The use of such text
generators in educational settings raises a number of issues. According to Eaton [6],
once intelligent text generators become widely available, it is likely that many
students from diverse academic disciplines will use them. Here, attribution,
originality, and authenticity are all at stake. Essentially, humans and machines
collaborate to create texts, with both sharing authorship. Language teachers will face
difficulties in evaluating such written work because they need to come up with
innovative techniques to regularly and fairly grant credit. Writing instructors will
need to identify assignments that combine student labor and automatic text
generation, similar to what they accomplished with MT [8]. Another potential
downside of increasing Google Translate use in foreign language schools, according
to Hellmich and Vinall [7], is that it may lead to students and teachers developing an
inaccurate reductionist view of language. Hellmich and Vinall [7] warned that some
students may mistake Google Translate for the solution to their language problems
and fail to realize the depth and complexity of human connection [13]. MT is likely
to overlook the intricacies and context-dependent qualities that underpin human
communication and interaction, even if it can capture the semantic component of
language. For example, the statement "That's great!" might have several meanings
depending on the context, such as whether it was a response to a favorable or
unpleasant situation. As suggested by the CF created by AWE or MT, students may
regard correct language use as the primary goal of language acquisition. The usage of
such text generators in educational settings presents several concerns. Eaton et al.
hypothesized that if intelligent text generators become widely available, many
students from all disciplines will utilize them, jeopardizing authenticity,
inventiveness, and attribution [6]. Essentially, humans and machines collaborate to
generate literature, sharing authorship. Language educators will face difficulties in
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assessing such written work because they will need to come up with innovative ways
to assign credit in a fair and consistent manner. Writing teachers will need to find
assignments that combine automatic text generation with student effort, just as they
did with Machine Translation [8].
Conclusion
The incorporation of artificial intelligence into education, particularly in the
field of writing instruction, has resulted in dramatic developments, providing both
significant benefits and challenging challenges. AI writing tools like Grammarly,
Writerly, Google Docs, and ChatGPT have grown in popularity among students and
educators due to their potential to improve writing quality, boost language
development, save time, and make education more accessible and interesting.
Numerous studies have shown their effectiveness, particularly in terms of enhancing
coherence, vocabulary, grammar, and organization. Despite these advantages,
concerns regarding over-reliance on AI technology, the decline of human cognitive
skills, academic integrity, and the authenticity of student work have grown.
Furthermore, the delicate nature of human communication, with its context-specific
meanings and emotional nuances, frequently evades AI-generated content,
emphasizing the limitations of depending only on automated input. As intelligent text
generators advance and become more accessible, educators must rethink evaluation
approaches to fairly evaluate writing produced through a mix of human effort and
machine aid. It is also imperative that educational institutions do not oppose the use
of AI, but rather focus on preparing students with essential skills such as quick
engineering, critical evaluation of AI results, and ethical use of technology. Finally, a
balanced strategy is required, one that takes advantage of AI capabilities while also
encouraging the development of independent critical thinking, creativity, and real
communication skills. Guiding students to become responsible and knowledgeable AI
users will ensure that technology remains a valuable educational tool while not
jeopardizing the essential values of academic learning and intellectual development.
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