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This study examines how three AI-assisted writing applications—Grammarly, ChatGPT, and QuillBot—support English writing development in Indonesia. A mixed-methods design with 60 learners uses pre/post assessments and interviews, with classroom observations. Results show consistent gains in grammar, vocabulary, organization, and coherence, while AI feedback strengthens independence and engagement.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/artificial-intelligence-based-writing-assistance-for-english-language-learners-with-speech-impairments-empirical-study-on-ai-tools/156699/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/artificial-intelligence-based-writing-assistance-for-english-language-learners-with-speech-impairments-empirical-study-on-ai-tools/156699.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",16,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"Do the AI tools replace teaching guidance?","Question",{"text":113,"@type":114},"No. The findings indicate the tools do not replace pedagogical guidance; instead, they act as scaffolds that help students revise their work more independently.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},156699,1787965079,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":122,"read_time":136,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ARTIFICIAL INTELLIGENCE-BASED WRITING ASSISTANCE FOR ENGLISH LANGUAGE LEARNERS WITH SPEECH IMPAIRMENTS  \nDEDEN NOVAN SETIAWAN NUGRAHA1* , DIANITA 1 , NURUL  \nHERMINA2  \n1ENGLISH DEPARTMENT, FACULTY OF HUMANITIES, WIDYATAMA UNIVERSITY, BANDUNG, INDONESIA  \n2MANAGEMENT DEPARTMENT, FACULTY OF ECONOMICS & BUSINESS, WIDYATAMA UNIVERSITY, BANDUNG, INDONESIA  \nAbstract  \nInclusive education emphasizes the right of every learner to access meaningful, high-quality instruction, including students with speech impairments, whose writing development is often hindered by limited opportunities for oral expression, feedback, and interaction. In many special-school settings, teachers struggle to provide individualized writing support due to time constraints and diverse learner needs. Responding to this gap, the present study investigates the extent to which three AI-assisted writing applications, Grammarly, ChatGPT, and QuillBot, can support the development of English writing skills among students with speech impairments in Indonesia. Using a mixed-methods approach, the research involved 60 learners who participated in a series of guided writing tasks. Quantitative data were obtained from preand post-test assessments, while qualitative insights were gathered through semi-structured interviews with students and teachers as well as classroom observations. The findings demonstrate consistent improvement across key writing dimensions. Students showed better command of grammar and vocabulary, and their written texts displayed clearer organization and more coherent argumentation. Teachers also reported increased confidence and engagement among learners, noting that AI tools provided immediate feedback that would otherwise be difficult to deliver during regular instruction. While the tools did not replace pedagogical guidance, they functioned as effective scaffolds that helped students revise their work more independently. Overall, the study provides empirical support for the use ofAI-based writing tools in special education settings. It highlights their potential to enhance accessibility, reduce instructional barriers, and strengthen writing outcomes for learners with speech impairments. Keywords: Artificial Intelligence, Inclusive Education, Writing Skills, English Language, Speech Impairments.  \nINTRODUCTION  \nInclusive education is recognized globally as a fundamental human right and an essential strategy to achieve Equity and social justice in education (UNESCO, 2020) . The movement toward inclusive practices seek to ensure that all learners, regardless of their physical, cognitive, or communicative abilities, have equitable access to learning opportunities and resources. International frameworks such as the United Nations' Sustainable Development Goal 4 emphasize the necessity of \"inclusive and equitable quality education for all,\"including students with disabilities who often face systemic barriers (Ainscow, 2020; Florian, 2019) . Within this paradigm, inclusive education extends beyond physical placement in mainstream schools; it requires pedagogical innovation, differentiated instruction, and the integration of assistive technologies (Schuelka & Carrington, 2021) . As digital technologies advance, artificial intelligence (AI) has emerged as a potential game-changer in supporting diverse learners, especially in addressing literacy-related challenges among students with communication difficulties (Holmes et al., 2021) .  \nStudents with speech impairments face unique obstacles in developing literacy skills, particularly in writing. Speech impairments, including dysarthria, apraxia of speech, and articulation disorders, often co-occur with deficits in phonological processing, oral language development, and vocabulary acquisition (Eadie [et.al](et.al)., 2025). These linguistic challenges frequently translate into difficulties in spelling, sentence construction, and text organization (Dockrell & Marshall, 2015). Writing is not only a cognitive lin","cbCaigCdTkYbm8au","https://ap.wps.com/l/cbCaigCdTkYbm8au","pdf",253372,"English","# Introduction\n## Inclusive education and assistive technology\n## Barriers in writing for learners with speech impairments\n## Role of AI in literacy support\n# Research focus and study approach","[{\"question\":\"Do the AI tools replace teaching guidance?\",\"answer\":\"No. The findings indicate the tools do not replace pedagogical guidance; instead, they act as scaffolds that help students revise their work more independently.\"}]","Artificial Intelligence-Based Writing Assistance for English Language Learners with Speech Impairments - Empirical Study on AI Tools | PDF",23]