Published 2025-08-15
Keywords
- Artificial Intelligence (AI), EFL Writing Skills, Saudi Arabia, University Students, Grammarly, ChatGPT
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Research and practice have established the benefits of the language classroom. In the same direction, this study dealt with the effects of AI on Saudi higher education learners’ writing skills. The tools used here were Grammarly and ChatGPT and the language skill under the lens was writing. The study approach was quasi-experimental with a pre-post-test design. The study sample comprised 70 EFL learners divided into three groups according to language proficiency at Majmaah University, Saudi Arabia. Writing tasks aligning with the prevalent syllabus were assigned to gather data at the initial and closing phases of the study with prior training in the use of Grammarly and ChatGPT in classroom sessions. Results showed a significant difference between the pre-test and posttest scores, as the group means rose from 9.90 to 23 respectively. Paired t-test supported the finding at 44.71 and p<0.01 indicative of statistically significant improvement in performance, suggesting the efficacy of digital tools to boost EFL writing in the Saudi context.