English as a foreign language (EFL) secondary school students’ use of artificial intelligence (AI) tools for developing writing skills: unveiling practices and perceptions

Artificial intelligence (AI) presents innovative opportunities to improve English language learning skills. However, little is currently known about K12 students’ practices and views regarding the use of AI writing tools for developing their writing skills. Therefore, this study explores students' practices and perceptions using a mixed methods approach with 69 students completing a questionnaire and 35 of them participating in semi-structured interviews. The findings reveal that the students have a high level of familiarity with some AI writing tools, including Grammarly, ChatGPT, and Google Translate, but a low level of familiarity with other AI writing tools. From a sociocultural perspective, these AI writing tools mediate the multiple stages of the writing process and provide scaffolding for the students to generate ideas, enrich their vocabulary knowledge, and enhance the accuracy of their text. The findings also indicate that while the students acknowledge the potential benefits of using AI writing tools, they also express uncertainty regarding the long-term impact of AI writing tool usage on the development of their independent writing skills. The study provides practical implications for secondary school teachers regarding the ways in which AI writing tools can be integrated into the conventional writing classroom.