Using AI to Improve Student Confidence: Enhancing Academic Writing for ESL Learners 

Using AI to Improve Student Confidence: Enhancing Academic Writing for ESL Learners 


What is this Research About?

Academic writing in English presents a significant challenge for many post-secondary students, particularly non-native speakers. Instructors face difficulties in providing feedback, as the process is time-consuming and labour-intensive. This challenge is further heightened by a lack of available writing training resources, leading to a growing popularity of writing applications that offer assessment and corrections. In this study, the researchers explore the efficacy of Grammarly, an Artifical Intelligence (AI) powered writing tool launched in 2009, to improve academic writing in English for English second learners (ESL), examining its impact on student engagement, self-efficacy, and self-reflection. 

What did the Researchers Do?

The researchers conducted a parallel randomized control trial, dividing ESL post-secondary students in humanities, technology and health sciences over the age of 18 into two groups. Both groups took part in 12 weekly two-hour sessions on academic writing in English. The intervention group utilized a self-assessment component using the premium version of Grammarly, which provided writing improvement suggestions, automated editing, and features for accessibility compliance. The study included pre-intervention and post-intervention assessments that measured engagement, feelings of competence as writers (self-efficacy), and beliefs about managing emotions in language learning. The researchers compared the results between non-intervention and intervention groups. 

What did the Researchers Find?

The researchers found that the intervention group using the AI tool Grammarly showed greater improvements in self-efficacy, engagement, and academic emotions after the intervention compared to the non-intervention group. Immediate feedback and revision motivated students to improve their writing based on the technology's feedback. As their engagement increased, so did their motivation to learn independently, which led to further improvements. These findings demonstrate the efficiency of AI-powered writing tools to help English learners improve their academic writing, with a focus on empowering them to overcome language-learning challenges. 

→ How to Implement this Research in Your Classroom

To implement this research in the classroom, instructors can inform students of the advantages of using Grammarly to heighten their confidence as writers, increase engagement, enhance motivation for self-learning, and improve emotional regulation skills, with a particular focus on support ESL students. It is important to note that this study was published in 2021, and since then, Grammarly has introduced a Large Language Model (LLM) Generative AI tool available for student use. Instructors should clarify that features such as writing improvement suggestions, automated editing, and accessibility compliance tools serve distinct purposes and differ from Generative AI capabilities. These automated tools can help lighten instructors’ workloads by facilitating student self-assessment, which can, in turn, motivate students to learn and improve. Instructors can further enhance student engagement by encouraging the use of these tools to revise course assignments, enabling self-correction before final submission. 


→  Citation

Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5). https://doi.org/10.1016/j.heliyon.2021.e07014 

→  Keywords

  • Academic writing  
  • Artificial Intelligence 
  • Grammarly 
  • Self-efficacy  
  • ESL (English as a Second Language) 

Creative Commons by logo This work is licensed under the Creative Commons Attribution 2.0 Canada License


Snapshot Writer: Isabela Ramirez

Snapshot Publication Date: 2024


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