From Struggle to Mastery: AI-Powered Writing Skills in ESL Education
Source abstract
Abstract
Despite reaching intermediate English proficiency, many bilingual secondary students in Colombia struggle with academic writing due to difficulties in organizing ideas and expressing arguments coherently. To address this issue, this study explores the integration of AI-powered tools—Grammarly and ChatGPT—within the Writing Workshop Instructional Model (WWIM) to enhance students’ writing skills. Conducted at a bilingual secondary school, the intervention targeted 10th grade ESL learners and focused on improving grammar accuracy, textual coherence, and organizational structure. Drawing on Galbraith’s model of writing as content generation, the study adopted a design-based research methodology, incorporating iterations of implementation, feedback, and refinement. The results indicate that combining WWIM with AI feedback significantly improved students’ academic writing performance. Learners reported greater confidence and engagement when revising drafts using automated suggestions. These findings highlight the pedagogical potential of integrating AI tools into writing instructions and offer practical implications for enhancing academic writing curricula in secondary ESL contexts.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Online Learning and Analytics
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Koontz Intermediate School, 305 Overlook Rd, Asheville, NC 28803, USA
Education Faculty, Universidad de La Sabana, Chía 250001, Colombia
Centro de Investigación en Educación y Desarrollo (CIEDE), Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepción 4330000, Chile
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