The Impact of AI-Assisted Writing Tools on the Argumentative Writing Performance and Self-Efficacy of Omani Female EFL Learners.

Abstract:
The growing integration of Artificial Intelligence (AI) into education has introduced innovative tools with the capacity to reshape the way languages are taught and learned. This research explores how AI-supported writing applications influence the argumentative writing skills and writing self-efficacy of English as a Foreign Language (EFL) learners in Oman. A quasi-experimental design with pre- and post-testing was adopted, involving 80 tenth-grade female students from a public school in Salalah. Participants were divided into two groups: the experimental group (n = 40), which engaged in a six-week program using AI writing assistants (Grammarly and QuillBot) alongside their writing instruction, and the control group (n = 40), which continued with conventional methods. Writing performance was evaluated through a standardized rubric, while self-efficacy was measured using a validated scale. Data were analyzed through both independent and paired samples t-tests. Findings indicated that the experimental group achieved significantly greater gains in writing proficiency (M = 15.94, SD = 5.72) and writing self-efficacy (M = 0.88, SD = 0.51) than their peers. Moreover, writing improvement was moderately and positively correlated with increased self-efficacy (r = 0.506, p < .001). These results highlight the pedagogical potential of structured AI integration in strengthening not only EFL learners’ linguistic and argumentative abilities but also their confidence as writers. The paper concludes with recommendations for classroom practice and reflections on the ethical implications of employing AI tools in culturally specific educational contexts.