Investigating the Impact of AI-Assisted Feedback on ESL Students’ Writing Skills

This study examined the effect of AI feedback on the writing skills of ESL students using the quasi-experimental pre-test post-test design with the control group. The participants of the study were undergraduate ESL students consisting of the control group and the experiment group with the inclusion of the combined group as the additional factor. An analytic rubric was adopted from the IELTS test format and converted to a scoring system of 20 marks to assess the writing performance of the participants using four criteria: task response, coherence and cohesion, lexical resources, and grammatical range and accuracy. The analysis of the data was done using the repeated measures ANOVA test and the between-subjects effect analysis. The findings of the study revealed the significant main effect of time on the writing performance of the participants. The significant interaction effect between the two factors, time and group, revealed the significant change in the writing performance of the participants between the experiment and the control groups. Between-subjects analysis further confirmed the significance of the group effect, with the experimental group performing better than the control group. Large effect sizes were also noted, indicating that AI feedback had a significant and substantial influence on students' writing development. Although some students showed some decline in performance in the delayed posttest, the results showed that students' performance was sustained over time. The results of this study support the conclusion that AI feedback improves ESL students' writing performance. This study adds to research on technology-enhanced language learning and provides empirical support for the pedagogical use of AI tools for teaching writing.

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