ACCURACY AND FLUENCY IN ACADEMIC WRITING: THE ROLE OF GENERATIVE AI SUPPORT

Abstract

Generative Artificial Intelligence (AI) platforms are revolutionizing the way that students learn foreign languages today, but the particular impact that Generative AI has on the development of students' long-term independent learning skills is still an unanswered question. The study aimed at finding out if AI digital tools support learning writing skills at undergraduate level. This research is grounded in the theoretical framework of Holec (1981) Learner Autonomy and Vygotsky (1978) Sociocultural theory used with quantitative research design. A single group experiment design was used and data were collected from a purposefully selected undergraduate class at a private university in Lahore. The quantitative analysis indicated a significant difference between the mean scores (paired t-test) of the group obtained before and after the three weeks AI-intervention. The study contributes to academic writing skills in the classroom and for professional competence for an AI-based skills set highly in demand for employability of the undergraduates.