EFL students’ perceptions of AI tools in the development of English writing skills in ecuadorian baccalaureate

Madeleine Nicole Moya Zúñiga, Ninfa Sofía Guevara Peñaranda

Resumen


This research aimed to analyze Ecuadorian high school (EFL) students' perceptions of the usefulness of artificial intelligence (AI) tools for developing their English writing skills. The study employed a descriptive and quantitative research design, surveying 62 students between the ages of 15 and 17 in Bucay, Guayas, Ecuador. The results indicate a generally positive perception of AI tools in several aspects of writing: benefits for correcting spelling (58.0% agree/strongly agree), improving style/clarity (58.1% agree/strongly agree), and organizing ideas (62.9% agree/strongly agree). 53.2% found AI suggestions useful. While there was a mixed perception about increased confidence in spelling due to the use of AI (43.5% neutral, 38.7% more confident), the findings suggest that while AI tools are useful for immediate correction and stylistic improvements, their perceived impact on deep grammatical understanding, vocabulary expansion, or overall writing fluency is less pronounced. This highlights the need for pedagogical approaches that integrate AI tools to foster a deeper understanding of linguistic principles and more natural language production, thereby contributing to improved writing instruction and students' communicative competence.


Palabras clave


AI tools; writing skills; perceptions.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i6.10118

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