THE PRECEIVED IMPACT OF AI - ASSISTED WRITING TOOLS ON EFL LEARNERS IN UZBEKISTAN
Keywords:
AI-assisted writing, EFL learners, learners perceptions, grammar accuracy, writing efficiency.Abstract
The role of artificial intelligence (AI) in English as a Foreign Language (EFL) education has been increasing, especially with regard to writing skill. AI-assisted writing tools such as Grammarly, Quillbot and ChatGPT offer automated feedback, grammar correction, vocabulary suggestions, paraphrasing options, idea generation, and structural improvements that may enhance learners’ writing development. While international studies have reported positive effects of AI-based writing support on grammatical accuracy, writing complexity, and learner motivation; however there is a lack of substantial empirical evidence in the Uzbek EFL context. This study investigates the perceived impact of AI-assisted writing tools on intermediate EFL learners in Uzbekistan. Using a quantitative survey design, data were collected from 100 university students through a 25-item Likert-scale questionnaire. The results revealed that, on average, EFL learners hold a positive attitude towards AI writing support, especially regarding grammar, idea generation, and writing confidence. However, moderate concerns about over-dependence on AI tools were identified. The study highlights the pedagogical potential of AI-assisted writing tools when implemented strategically to promote learner autonomy and critical engagement.
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