Integrating Artificial Intelligence to Enhance Writing Proficiency: An Exploratory Study of EFL Students’ and Instructors’ Perspectives at a University Level in Lebanon
Keywords:
Artificial Intelligence, English as a Foreign Language (EFL), writing skills, writing course, higher education
Abstract
This paper focuses on scrutinizing the attitudes and opinions of English as a Foreign Language (EFL) learners and instructors on the integration of artificial intelligence (AI) in a writing skills course at a university level in Lebanon. Specifically, it examines AI as a pedagogical tool that provides personalized learning, supplies consistency in evaluation, furnishes enhanced feedback quality by offering detailed, instant feedback on grammar, style, and structure, and helping students refine their writing more efficiently. Moreover, it furnishes instructors with adaptive activities and assessments, thus making writing more engaging and more effective. It also seeks to evaluate students’ and instructors’ perspectives on AI’s vigorous role in learning. In this exploratory study, a mixed-method design and a convenient sampling of participants were utilized. A total of 51 EFL students and 8 instructors at the American University of Science and Technology in Lebanon during the spring semester of 2023-2024 participated in the study. To describe and quantify their perceptions of integrating AI in a writing course, two online surveys, including closed-ended and open-ended questions, and four focus group discussions were administered. The overall qualitative and quantitative analyses of the data indicated that Lebanese EFL students and instructors have positive attitudes towards integrating AI in a writing course as a pedagogical tool and as a fundamental part of the teaching strategies in EFL higher education classes since it provides helpful resources and aids learners to write effectively and build their self-confidence. However, the findings also revealed the need to train instructors and students to use AI technologies, keeping in mind the indispensable role of the instructor in class and the need for students to unleash their creativity.
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References
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21. Encyclopedia Britannica. (2021). Artificial intelligence. https://www.britannica.com/technology/artificial-intelligence
22. European Commission (2022). Artificial intelligence and the future of education. https://ec.europa.eu/commission/presscorner/detail/en/ip_22_6338
23. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2195846
24. Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging technologies on distance education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550
25. Godwin-Jones, R. (2022). Partnering with AI-intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24. http://doi.org/10125/73474
26. Halcomb, E. J. (2018). Appraising mixed methods research. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 1051–1067). Singapore: Springer.
27. Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089. https://doi.org/10. 1016/j.tbench.2023.100089
28. Hwang, W. Y., & Nurtantyana, R. (2022). The integration of multiple recognition technologies and artificial intelligence to facilitate EFL writing in authentic contexts. In: 2022 6th International Conference on Information Technology (InCIT). IEEE. pp. 379-383.
29. Iskender, A. (2023). Holy or unholy? Interview with open AI’s ChatGPT. European Journal of Tourism Research, 34, 3414. https://doi.org/10.54055/ejtr.v34i.3169
30. Jamoliddinovich, U. B. (2022). Fundamentals of education quality in higher education. International Journal of Social Science & Interdisciplinary Research, 11(1), 149-151.
31. Jensen, J. (1993). What do we know about the writing of elementary school children? Language Arts, 70(4), 290-294. http://www.jstor.org/stable/41482095
32. Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009
33. Machicao, J. C. (2019). Higher education challenges characterization to implement an automated essay scoring model for universities with a current traditional learning evaluation system. In Rocha, Á., Ferrás, C., Paredes, M. (eds), Advances in Intelligent Systems and Computing (pp. 835–844). Springer International Publishing.
34. Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student’s perspective. International Journal of Educational Research Open, 5(100296), 100296. https://doi.org/10.1016/j.ijedro.2023.100296
35. Manchón, R. (Ed.). (2011). Learning-to-write and writing-to-learn in an additional language (Vol. 31). John Benjamins Publishing. https://doi.org/10.1075/lllt.31
36. Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10. https://doi.org/10.1080/2331186X.2023.2236469
37. Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn. 4354422
38. Mushthoza, D. A., Syariatin, N., Tahalele, O., Telussa, S., Rasmitta, R., & Mokodenseho, S. (2023). Analyzing the impact of artificial intelligence (AI) on the future of English language teaching and learning. Journal on Education, 6(1), 1549-1557.
39. Nunan, D. (1999). Second language teaching and learning. Heinle and Heinle Publishers.
40. Oxford Reference. (2021). Artificial intelligence. https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095426960
41. Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber- Physical Systems, 3, 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
42. Rodrigues, R. (2020). Legal and human rights issues of AI: Gaps, challenges and vulnerabilities. Journal of Responsible Technology, 4, 100005. https://doi.org/10.1016/j.jrt.2020.100005
43. Wittek, L. (2013). The activity of “writing for learning” in a nursing program. Outlines: Critical Practice Studies, 14(1), 73–94. https://doi.org/10.7146/ocps.v14i1.5170
44. Wittek, L., Askeland, B., & Aamotsbakken, B. (2015). Learning from and about writing: A case study of the learning trajectories of Norwegian student teachers. Learning, Culture and Social Interaction, 6, 16-28. http://dx.doi.org/10.1016/j.lcsi.2015.02.001
45. Woo, D. J., Susanto, H., Yeung, C. H., Guo, K., & Fund, A. (2023). Exploring AI-generated text in student writing: how does AI help? arXiv:2304.02478. https://doi.org/10.48550/arXiv.2304.02478
46. Yang, S. H. (2007). Artificial intelligence for integrating English oral practice and writing skills. Sino-US English Teaching, 4(4), 1-6.
47. Zheng, Y. (1999). Providing the students with effective feedback in the writing process. Teaching English in China, 36, 41-45.
2. Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Education Research International, 2023(1), 1-15. https://doi.org/10.1155/2023/4253331
3. Ali, Z. (2020). Artificial intelligence (AI): A review of its uses in language teaching and learning. IOP Conference Series: Materials Science and Engineering, 769(1), 12043. https://doi.org/10.1088/1757-899X/769/1/012043
4. Al-Maashani, S., & Mudhsh, B. A. (2023). Educational and instructional technology in EFL/ESL classrooms: A literature review. International Journal of Language and Literary Studies, 5(2), 292-304. https://doi.org/10.36892/ijlls.v5i2.1347
5. Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024). Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives. Forum for Linguistic Studies, 6(2), 1177. https://doi.org/10.59400/fls.v6i2.1177
6. Al-Yafaei, Y., & Mudhsh, B. A. (2023). A review study on the impact of online collaborative learning on EFL students’ writing skills. International Journal of Linguistics Studies, 3(3), 08-18. https://doi.org/10.32996/ijils.2023.3.3.2
7. Ayoub, N. N., Joudi, N. S., Bou Saba, M. S., & Bou Saba, A. S. (2024). Integrating artificial intelligence in a morphology course - An analytical study of university students’ perspective. ESJ Humanities, 20 (17), 1. https://doi.org/10.19044/esj.2024.v20n17p1
8. Bacha, N. N. (2002). Developing learners' academic writing skills in higher education: A study for educational reform. Language and Education, 16(3), 161-177. https://doi.org/10.1080/09500780208666826
9. Bacha, N.N., Nabhani, M., & Bahous, R. (2012). High schoolers’ views of academic integrity. Research Papers in Education, 27(3), 365-381. https://doi.org/10.1080/02671522.2010.550010
10. Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29–58. https://doi.org/10.3102/00346543074001029
11. Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
12. Bloomberg, L.D. & Volpe, M. (2019). Completing your qualitative dissertation: A road map from beginning to end (4th ed.). SAGE Publications, Inc.
13. Burgess, A., & Ivanič, R. (2010). Writing and being written: Issues of identity across timescales. Written Communication, 27(2), 228–255. https://doi.org/10.1177/074108831036344
14. Byles, R., Lea, K., & Howe, R. (2023). Exploring student perspectives on generative Artificial Intelligence tools in higher education: A survey-based study. The University of Northampton. https://bpb-euw2.wpmucdn.com/mypad.northampton.ac.uk/dist/0/18842/files/20 23/10/AI-survey-report_9-Oct23.pdf
15. Cancino, M., & Panes, J. (2021). The impact of google translate on L2 writing quality measures: Evidence from Chilean EFL high school learners. System, 98, 102464. https://doi.org/10.1016/j.system.2021.102464
16. Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE access: Practical innovations, open solutions, 8, 75264–752278. https://doi.org/10.1109/ACCESS.2020.2988510
17. Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 1–12. https://doi.org/10.1080/14703297.2023.2190148
18. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage Publications.
19. Dale, R., & Viethen, J. (2021). The automated writing assistance landscape in 2021. Natural Language Engineering, 27(4), 511–518. https://doi.org/10.1017/S1351324921000164
20. Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: Practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52-57.
21. Encyclopedia Britannica. (2021). Artificial intelligence. https://www.britannica.com/technology/artificial-intelligence
22. European Commission (2022). Artificial intelligence and the future of education. https://ec.europa.eu/commission/presscorner/detail/en/ip_22_6338
23. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/14703297.2023.2195846
24. Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging technologies on distance education. Electronics, 12(7), 1550. https://doi.org/10.3390/electronics12071550
25. Godwin-Jones, R. (2022). Partnering with AI-intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(2), 5–24. http://doi.org/10125/73474
26. Halcomb, E. J. (2018). Appraising mixed methods research. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 1051–1067). Singapore: Springer.
27. Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089. https://doi.org/10. 1016/j.tbench.2023.100089
28. Hwang, W. Y., & Nurtantyana, R. (2022). The integration of multiple recognition technologies and artificial intelligence to facilitate EFL writing in authentic contexts. In: 2022 6th International Conference on Information Technology (InCIT). IEEE. pp. 379-383.
29. Iskender, A. (2023). Holy or unholy? Interview with open AI’s ChatGPT. European Journal of Tourism Research, 34, 3414. https://doi.org/10.54055/ejtr.v34i.3169
30. Jamoliddinovich, U. B. (2022). Fundamentals of education quality in higher education. International Journal of Social Science & Interdisciplinary Research, 11(1), 149-151.
31. Jensen, J. (1993). What do we know about the writing of elementary school children? Language Arts, 70(4), 290-294. http://www.jstor.org/stable/41482095
32. Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009
33. Machicao, J. C. (2019). Higher education challenges characterization to implement an automated essay scoring model for universities with a current traditional learning evaluation system. In Rocha, Á., Ferrás, C., Paredes, M. (eds), Advances in Intelligent Systems and Computing (pp. 835–844). Springer International Publishing.
34. Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student’s perspective. International Journal of Educational Research Open, 5(100296), 100296. https://doi.org/10.1016/j.ijedro.2023.100296
35. Manchón, R. (Ed.). (2011). Learning-to-write and writing-to-learn in an additional language (Vol. 31). John Benjamins Publishing. https://doi.org/10.1075/lllt.31
36. Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10. https://doi.org/10.1080/2331186X.2023.2236469
37. Mhlanga, D. (2023). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn. 4354422
38. Mushthoza, D. A., Syariatin, N., Tahalele, O., Telussa, S., Rasmitta, R., & Mokodenseho, S. (2023). Analyzing the impact of artificial intelligence (AI) on the future of English language teaching and learning. Journal on Education, 6(1), 1549-1557.
39. Nunan, D. (1999). Second language teaching and learning. Heinle and Heinle Publishers.
40. Oxford Reference. (2021). Artificial intelligence. https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095426960
41. Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber- Physical Systems, 3, 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
42. Rodrigues, R. (2020). Legal and human rights issues of AI: Gaps, challenges and vulnerabilities. Journal of Responsible Technology, 4, 100005. https://doi.org/10.1016/j.jrt.2020.100005
43. Wittek, L. (2013). The activity of “writing for learning” in a nursing program. Outlines: Critical Practice Studies, 14(1), 73–94. https://doi.org/10.7146/ocps.v14i1.5170
44. Wittek, L., Askeland, B., & Aamotsbakken, B. (2015). Learning from and about writing: A case study of the learning trajectories of Norwegian student teachers. Learning, Culture and Social Interaction, 6, 16-28. http://dx.doi.org/10.1016/j.lcsi.2015.02.001
45. Woo, D. J., Susanto, H., Yeung, C. H., Guo, K., & Fund, A. (2023). Exploring AI-generated text in student writing: how does AI help? arXiv:2304.02478. https://doi.org/10.48550/arXiv.2304.02478
46. Yang, S. H. (2007). Artificial intelligence for integrating English oral practice and writing skills. Sino-US English Teaching, 4(4), 1-6.
47. Zheng, Y. (1999). Providing the students with effective feedback in the writing process. Teaching English in China, 36, 41-45.
Published
2025-04-15
How to Cite
Ayoub, N. N., Joudi, N. S., Saba, M. S. B., & Saba, A. S. B. (2025). Integrating Artificial Intelligence to Enhance Writing Proficiency: An Exploratory Study of EFL Students’ and Instructors’ Perspectives at a University Level in Lebanon. European Scientific Journal, ESJ, 40, 316. Retrieved from https://eujournal.org/index.php/esj/article/view/19381
Section
ESI Preprints
Copyright (c) 2025 Nawal Nabih Ayoub, Nadine Sami Joudi, Miriama Salim Bou Saba, Anthony Salim Bou Saba
This work is licensed under a Creative Commons Attribution 4.0 International License.
