Leveraging AI for Writing Instruction in EFL Classrooms: Opportunities and Challenges

Background/purpose. The use of AI in EFL writing instruction has been identified as a potential way of improving learning outcomes. Nevertheless, there are concerns about overreliance, cultural limitations, and the inability of AI to measure creativity and emotional tone. This paper aims to investigate the opportunities and challenges of applying AI tools in EFL writing instruction in order to gain pedagogical implications.

Materials/methods. The study used a mixed methods approach, using surveys and interviews to collect data from 150 fourth-year English major students in a university in the Mekong Delta. The participants used AI writing tools, and their experiences were evaluated to determine how well AI helps improve writing skills.

Results. Findings show that AI tools give quick and equal feedback, help the learner be independent, and achieve better writing skills. However, the research revealed opinions about over-reliance, cultural gaps, and restrictions in measuring creativity. While AI proved beneficial, students emphasized the need for teacher guidance to supplement AI-generated feedback.

Conclusion. The use of AI in EFL writing instruction can potentially provide learners with individualized support and an autonomous learning environment. However, it is crucial to avoid over-reliance on AI tools and ensure that traditional teaching methods are also incorporated to avoid the drawbacks of the tool. Future work should aim to improve the AI tools to suit the cultural and contextual variations and also to encourage critical and creative writing.

Keywords: AI tools, artificial intelligence, challenges, EFL writing instruction, university students

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