The Transformative Power of AI Writing Technologies: Enhancing EFL Writing Instruction through the Integrative Use of Writerly and Google Docs

Abstract

AI technologies transform language instruction by offering feedback, support, and guidance to students, ultimately leading to a more effective and efficient learning experience. The present study investigated the impacts of integrating Writerly and Google Docs to enhance EFL writing instruction. It also assessed students’ perceptions towards using these AI technologies. The study employed a quasiexperimental pretest-posttest two-group design. It used a mixed-methods approach, utilizing tests, questionnaires, focus group discussions, and teacher diaries to gather data from a sample of 92 randomly selected participants. In the experimental group, students enhanced their writing skills through the integration of Writerly and Google Docs, while the control group students received instruction using the traditional paper and pencil feedback system. When the quantitative data were analyzed through independent samples T-test and descriptive statistics, the qualitative data were analyzed thematically. The results confirmed that the integration of Writerly and Google Docs AI technologies, significantly improved EFL writing instruction, as evidenced by a statistically significant difference in writing performance between the experimental and control groups. Hence, students who learned through the integration of Writerly and Google Docs showed improved writing performance as they were able to produce essays that effectively addressed task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy, whereas those who learned through the conventional method were less effective in producing quality essays. The findings also revealed that the experimental group students had positive perceptions towards integrating Writerly and Google Docs because they found these AI writing technologies interesting, effective, goal-oriented, and supportive. Consequently, this study recommends researchers, curriculum designers, material designers, teachers, and students pay due attention to Writerly and Google Docs.