Perceptions of EFL Students at the University of Jordan on the Use of Artificial Intellgence (AI)-Based Applications for Enhancing English Writing Skills and Evaluating its Effectiveness

Abstract

This study investigated the role of AI-powered applications (Artificial Intelligence) in developing English writing skills among EFL students of the University of Jordan. The study used the descriptive methodology, and inferential statistical analyses were employed to examine the perceptions of students on using AI-powered tools to enhance writing skills among EFL students. The students’ sample included 251 students enrolled at the School of Educational Sciences, Department of Curriculum and Instruction/English Language, and the School of Foreign Languages, Department of English Language and Literature, at the University of Jordan during the first semester of the academic year 2024/2025.  The mean scores for the dimensions in the students’ questionnaire ranged between 4.11 and 4.30. The results found variations in the students’ responses to the dimensions of the questionnaire, as the features of AI-powered tools received the highest agreement among the students. The study also showed that students agree on the perceived benefits of using AI-powered tools in enhancing English writing skills among EFL students at the University of Jordan. The study concluded that there were no statistical differences between the perceptions of students regarding the use of AI-powered tools and their role in enhancing the effectiveness of English writing among EFL students.