USING AI TOOLS TO ENHANCE WRITING SKILLS IN EFL LEARNERS

Abstract

This article offers a critical, up-to-date synthesis of scholarship on the use of artificial
intelligence (AI) tools in EFL writing instruction. It clarifies what AI writing tools are, why they
are attractive to learners and teachers, how they should be used responsibly, and what
pedagogical principles help ensure effective learning. The review weighs documented benefits
(e.g., idea generation, higher fluency, targeted corrective feedback, time savings, inclusivity)
against risks (e.g., over-reliance, academic integrity, shallow processing, diminished confidence),
summarizes empirical findings from diverse contexts, and sketches directions for policy and
classroom practice. The paper argues that prohibition is neither realistic nor pedagogically
sound; instead, cultivating AI literacy—prompt design, verification strategies, and reflective
use—can leverage AI to improve writers’ process and products while protecting human cognitive
development and authorship.