THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE DEVELOPMENT OF WRITING COMPETENCE IN EFL LEARNERS

Abstract

In higher education, writing competence in English as a Foreign Language (EFL) remains a critical yet challenging skill for learners due to limited individualized feedback and insufficient authentic practice opportunities. The rapid integration of Artificial Intelligence (AI) into language education has opened new possibilities for transforming writing instruction. This paper examines the impact of AI tools such as automated writing evaluation systems, generative language models, and intelligent tutoring systems on the development of EFL learners’ writing competence. Drawing on second language acquisition theories and sociocultural perspectives on learning, the study argues that AI can significantly enhance grammatical accuracy, lexical diversity, cohesion, and revision quality when used as a complementary pedagogical tool. Empirical evidence from recent studies demonstrates measurable gains in writing fluency, error correction retention, and learner autonomy. However, the paper also critically addresses challenges including over-reliance on AI, diminished critical thinking, ethical concerns, and cultural inappropriacy in AI-generated feedback. The conclusion offers practical recommendations for integrating AI into EFL writing instruction in higher education while preserving the essential role of instructor mediation and learner agency.