The Importance of Open AI Tool’s to Improving EFL learners Interest in Writing Skills

By: Erry Rizky Wibowo Mahasiswa Magister Pendidikan Universitas Negeri Semarang

IN today’s era of learning activity, there were still a significant number of students that still has some issues or difficulties in terms of their writing skills. Many students or learners from diverse linguistic backgrounds continue to exhibit errors in their written language. These errors were primarily caused from the complexity of the languages they use or learn, whether their native language or foreign languages, which involve numerous standardized forms and relatively complex pronunciation systems. In terms of English English teaching or in this case EFL students, some students were also still producing grammatical, spelling and punctuation errors in their texts. Furthermore, even though some students still produce grammatical, spelling and punctuation errors in their texts. Furthermore, students tend to demonstrate a less deliberate approach in their writing of job application letters, particularly concerning the formulation of ideas and sentence structure. Therefore, it is necessary to develop a good and correct writing aspect to enhance the learners’ writing skills so that these current issues could be reduce in the ELT activity.

It is also important to exercise precise amount of care and attention to detail when improving the English writing skills. This ensures that whatever the content of writing is well-crafted, systematic, and utilizes language that is both precise and correct. Examine typical mistakes when writing something in English is usually includes capitalization, italics, standard terms, and prepositions. It is also important to allocate sufficient time and resources to the formulation of lesson plans, as this is instrumental in ensuring the attainment of optimal outcomes. Nevertheless, it is imperative to recognize the significance of aligning eight pivotal factors within learning environments. Notably, assessment frequently emerges as the most misaligned element. Based on some of the problems explained above, this research is not only focused on the how to make an English writing skills effective or efficient for EFL students.  

In encourage EFL students or learners’ interest in improving their skills especially writing skills in this case, they need a help or assistance from reliable resource knowledge. The most obvious one in ELT activity is their teacher’s guidance. These days, the students’ difficulties with writing are caused by their insecurity when utilizing the English language, particularly concerning vocabulary and grammatical structures. This relates to their comprehension of the elements of writing abilities that they must learn and apply in the classroom. For Teachers, they need to know what activities they will need for their students because writing skills instruction must cover a variety of topics, including how to write coherently, how to use appropriate grammar and lexical structures, how to use acceptable spelling, and how to choose the right language register. 

Luckly in these days, the teachers don’t need to relies on their knowledge or skills alone in teaching their students. That’s where the Artificial Intelligence (AI) coming in place. The improvement of technology assistance has left a big chance in the world of ELT has been explained by Sumakul. (2022), the arrival of AI technologies has changed a lot of EFL classrooms activity as they show a promise the use of helpful companions for both learners and teachers. There are so many kinds of AI tools that can be found in internet. Most of them were usually used in helping people to searching any new information regarding with the user’s interest. The most common one that people frequently use is ChatGPT. ChatGPT is an open AI’s language model that can interpret and carry on conversations in natural human language (Eaton, Brennan & McDermott, 2023) and is usually use to searching or finding some information whether it is basic information or research information. 

Open AI tools basically knows how to making and combine words into phrases since it also could read many books and articles from various source all around the world if it’s accessible. It could also complete a sentence, answer questions, and generate new content based on the input that the users use for their needs. These tools is malleable enough to be customized for translate any kinds of languages, summarize texts, and answer specific information inquires. We can find any information or answers there, but we need to verifying the data first before using it. Although this could be a perfect and helpful educational tool for teacher or learners, there is also some restriction code of use for its work. Open AI tools should not be replacing the need for students to develop their critical thinking and skills and depending on how it's work in the classroom’s activity, it’s also had a wide range of effects on students and teachers. 

Like many other AI tools, ChatGPT can could provide a meaningful assistance and support in English Language Teaching (ELT), particularly by assisting EFL students in generating ideas, improving grammatical accuracy, and expanding vocabulary for example, when learners use it to draft paragraphs or receive feedback on sentence structure. However, its use also presents challenges, such as the risk of students becoming overly dependent on automated feedback, which may reduce opportunities for developing independent writing skills and critical language awareness. So, for this discussion, the writer will try to gather information from previous discussion or studies to find out whether ChatGPT were commonly give a positive impact in helping learners writing skills or it just gives a dependency for learners so that they could not be far away with it.  

In addition, AI tools can enhance learners’ confidence through personalized feedback. Unlike traditional classrooms where teachers may not have enough time to give detailed feedback to every student, AI platforms can provide instant suggestions on grammar, vocabulary choice, sentence structure, and coherence. This feedback allows learners to revise their writing independently and at their own pace. As learners see visible improvement in their drafts, their confidence increases, which directly influences their interest and willingness to write more frequently. Open AI tools also promote learner autonomy, which is an important factor in sustaining motivation. EFL learners can use these tools outside the classroom to practice writing, check their drafts, or explore alternative expressions. This flexibility allows learners to take control of their learning process rather than relying solely on teacher guidance. Autonomous learning encourages students to view writing not just as a classroom requirement but as a practical and useful skill that they can develop continuously. 

From a pedagogical perspective, AI tools can make writing tasks more interactive and meaningful. Teachers can design activities such as collaborative writing, dialogue creation, peer review supported by AI, or genre-based writing practice. For example, students can use AI to simulate email exchanges, storytelling, or argumentative essays, then reflect on the language used. These interactive tasks align with communicative language teaching principles and help learners see writing as a form of communication rather than a purely academic exercise. As a result, learners become more engaged and interested in writing tasks. 

However, it should be emphasized that the success of AI tools in language learning depends greatly on their careful and guided use. Without clear guidance, learners may rely too heavily on AI or accept its suggestions without critical evaluation, which may limit the development of independent and original thinking. Therefore, teachers have an essential role in integrating AI tools effectively into writing instruction. Instead of replacing conventional teaching practices, AI should function as a supportive tool that assists learners during key stages of the writing process, such as generating ideas, developing drafts, and revising texts. Teachers can also encourage students to critically reflect on AI-generated feedback, compare it with their own perspectives, and make thoughtful choices when revising their work. 

In addition to instructional concerns, ethical aspects of AI use must also be considered. Learners need to be guided in understanding academic integrity, the responsible use of AI-generated material, and the importance of properly acknowledging sources when required. By fostering digital literacy alongside writing competence, learners are better equipped to use AI tools in a critical, ethical, and responsible manner. This balanced integration helps ensure that AI supports learning while maintaining core educational values.  

Another important aspect is the responsible use of AI-generated content. Students need to be made aware that AI outputs are not always accurate, objective, or contextually appropriate. Blindly accepting AI suggestions may lead to incorrect information, inappropriate language use, or a loss of individual voice in writing. Therefore, learners should be trained to critically evaluate AI feedback, question its relevance, and decide whether it aligns with their intended meaning and writing goals. This critical engagement promotes higher-order thinking skills and prevents overdependence on technology.

Digital literacy plays a key role in addressing these ethical challenges. Developing digital literacy involves more than technical skills; it includes understanding how AI systems function, recognizing their limitations, and being aware of potential biases in generated content. When learners possess this knowledge, they are better prepared to use AI tools thoughtfully and responsibly. Integrating digital literacy instruction into EFL writing classes ensures that students can navigate AI-assisted learning environments with awareness and caution.

In conclusion, open AI tools such as ChatGPT and Gemini hold considerable potential for enhancing EFL learners’ interest in writing skills. By lowering writing anxiety, facilitating idea development, offering immediate feedback, and encouraging learner autonomy, these tools make writing activities more approachable and engaging. When thoughtfully incorporated into EFL classrooms, AI tools can help transform writing from a challenging and intimidating task into a meaningful and motivating learning experience. Ultimately, the aim is not to replace teachers, but to utilize AI as a supportive resource that empowers EFL learners to build confidence, creativity, and long-term interest in writing.