Using Generative Artificial Intelligence as a Pedagogical Tool to Enhance Writing Skills in English as a Foreign Language Uso de la Inteligencia Artificial generativa como herramienta pedagógica para fortalecer las habilidades de escritura en inglés como lengua extranjera

Resumen

This action research investigated the impact of using generative artificial intelligence (GenAI) as a pedagogical tool to enhance writing skills among university students of English as a Foreign Language (EFL). The study was conducted during the first semester of 2025 with 32 students enrolled in an Academic Writing course at a public university in Ecuador. A pre- and post-test design was applied to compare students’ writing performance before and after an eight-week intervention using ChatGPT for guided brainstorming, drafting, and revision tasks. Data were collected through writing assessments, classroom observations, reflective journals, and focus group interviews. Quantitative results showed a significant increase in students’ overall writing scores, particularly in coherence, organization, and vocabulary richness. Qualitative findings revealed that learners developed stronger revision habits, higher motivation, and a greater sense of confidence in expressing ideas in English. However, students also emphasized the importance of ethical guidance and teacher mediation to prevent over-reliance on AI-generated content. The study concludes that GenAI, when implemented through structured pedagogical scaffolding, can effectively support writing development while fostering critical awareness, autonomy, and responsible digital literacy in EFL contexts