Investigating of AI tools' Enhancement on the English Writing Skills among Non-Native Speakers

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Published 2025-03-27
DOI: https://doi.org/10.20428/jss.v31i3.2731

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Mohammed Hamoud Ghannam
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Afaf Alwan
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Baleid Taha Shamsan
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Ayat Abdullah
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Enas Ameen
Department of English, Faculty of Education, Sciences and Arts, Taiz University
Aya Hassan
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Mlak Faez
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Ayman Hatem
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen
Bushra Abdullah Rashed
Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen

Abstract

This document addresses, using examples of popular AI tools including Grammarly and Hemingway, how such similar tools assist their use in improving non-native English learners' writing through real-time feedback on grammatical, syntactical, vocabulary-related, coherence, and clarity issues. Interviews were conducted with students and language instructors and together with analysis of the results underscore several issues-both challenges and advantages being that of implementing AI in writing education.


Research indicates that the tools can correct writing, improve the confidence of a learner, motivate a learner to take risks in self-correction, and foster skills in making corrections when errors appear. Negative aspects include feeding dependency and difficulties that can arise with dealing with intricate aspects of language nuances, cultural subtleties, and context-specific expressions. It is thus recommended that AI tools should support and not substitute what is going on in traditional writing instruction, thus implying the integration of AI feedback into teachers' practices for personalized use, all while assuming a critical stance toward it.

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Keywords

Artificial Intelligence, English writing skills, non-native speakers, grammar correction, writing autonomy, language learning technology, qualitative research, and educational tools

Issue
Vol. 31 No. 3 (2025)
Section
English Articles
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How to Cite
Investigating of AI tools’ Enhancement on the English Writing Skills among Non-Native Speakers. (2025). Journal of Social Studies, 31(3). https://doi.org/10.20428/jss.v31i3.2731

How to Cite

Investigating of AI tools’ Enhancement on the English Writing Skills among Non-Native Speakers. (2025). Journal of Social Studies, 31(3). https://doi.org/10.20428/jss.v31i3.2731

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