DEVELOPING ACADEMIC WRITING SKILLS THROUGH AI-ASSISTED INSTRUCTION IN EFL CLASSROOMS

Authors

  • Usmonova Roziya Maxamadjanovna Senior teacher, Department of English Language Teaching Methodology №1 Uzbekistan State University of World Languages

Keywords:

AI-assisted learning, academic writing, EFL classrooms, learner autonomy, feedback, writing pedagogy, digital tools, language acquisition

Abstract

The rapid advancement of artificial intelligence (AI) technologies has significantly transformed language education, particularly in the development of academic writing skills in English as a Foreign Language (EFL) contexts. This article explores the effectiveness of AI-assisted instruction in enhancing students’ academic writing proficiency. Drawing on cognitive, pedagogical, and technological perspectives, the study examines how tools such as ChatGPT, Grammarly, and automated feedback systems support idea generation, language accuracy, coherence, and learner autonomy. The research highlights the role of AI in providing immediate, personalized feedback and facilitating process-oriented writing instruction. Furthermore, it discusses the integration of AI tools into classroom practices and their impact on student engagement and critical thinking.

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References

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Zawacki-Richter, O., Marín, V., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(39), 1–27.

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Published

2026-04-06

How to Cite

Usmonova Roziya Maxamadjanovna. (2026). DEVELOPING ACADEMIC WRITING SKILLS THROUGH AI-ASSISTED INSTRUCTION IN EFL CLASSROOMS. Journal of Applied Science and Social Science, 16(4), 219–223. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3953

Issue

Vol. 16 No. 4 (2026): Journal of Applied Science and Social Science

Section

Articles

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