Investigating of AI tools' Enhancement on the English Writing Skills among Non-Native Speakers - Volume 31 - Issue 3

Aug 29, 2026

Uploaded by Margaret

This study examines how AI writing tools, including Grammarly and Hemingway, support non-native English learners by delivering real-time feedback on grammar, syntax, vocabulary, coherence, and clarity. Student and language-instructor interviews, combined with analysis of the results, highlight both challenges and advantages of implementing AI in writing education. Findings indicate improved correction skills, greater learner confidence, and increased willingness to take risks, while also noting risks such as dependency and limitations with nuanced language, cultural subtlety, and context-specific expressions. The study recommends AI as a complement to traditional instruction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

AI in language learning and writing education

Real-time automated feedback tools

Limitations in higher-level writing skills

M. H. Ghannam A. Alwan B.T. Shamsan A. Abdullah E. Ameen A. Hassan M. Faez A. Hatem B. Rashed Volume 31, No. (3), 2025 Investigating of AI tools' Enhancement on the English Writing Skills among Non-Native Speakers Mohammed Hamoud Ghannam(1) Afaf Alwan(1) Baleid Taha Shamsan (1,2, *) Ayat Abdullah(1) Enas Ameen(1) Aya Hassan(1) Mlak Faez(1) Ayman Hatem(1) Bushra Abdullah Rashed (1) Received: 10 January 2025 Revised: 14 March 2025 Accepted: 15 March 2025 © 2025 University of Science and Technology, Aden, Yemen. This article can be distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. © 2025 جامعة العلوم والتكنولوجيا، المركز الرئيس عدن، اليمن. يمكن إعادة استخدام المادة المنشورة حسب رخصة مؤسسة المشاع الإبداعي شريطة الاستشهاد بالمؤلف والمجلة. ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ 1 Department of English, Faculty of Administrative and Human Sciences, University of Science and Technology, Aden – Yemen 2 Department of English, Faculty of Education, Sciences and Arts, Taiz University * Corresponding author. E-mail: [b.taha@ust.edu](b.taha@ust.edu) 105 [https://doi.org/10.20428/jss.v31i3.2731](https://doi.org/10.20428/jss.v31i3.2731) M. H. Ghannam A. Alwan B.T. Shamsan A. Abdullah E. Ameen A. Hassan M. Faez A. Hatem B. Rashed Volume 31, No. (3), 2025 Investigating of AI tools' Enhancement on the English Writing Skills among Non-Native Speakers Abstract: This document addresses, using examples of popular AI tools including Grammarly and Hemingway, how such similar tools assist their use in improving non-native English learners' writing through real-time feedback on grammatical, syntactical, vocabulary-related, coherence, and clarity issues. Interviews were conducted with students and language instructors and together with analysis of the results underscore several issues-both challenges and advantages being that of implementing AI in writing education. Research indicates that the tools can correct writing, improve the confidence of a learner, motivate a learner to take risks in self-correction, and foster skills in making corrections when errors appear. Negative aspects include feeding dependency and difficulties that can arise with dealing with intricate aspects of language nuances, cultural subtleties, and context-specific expressions. It is thus recommended that AI tools should support and not substitute what is going on in traditional writing instruction, thus implying the integration of AI feedback into teachers' practices for personalized use, all while assuming a critical stance toward it. Keywords: Artificial Intelligence, English writing skills, non-native speakers, grammar correction, writing autonomy, language learning technology, qualitative research, and educational tools. [https://journals.ust.edu/index.php/JSS](https://journals.ust.edu/index.php/JSS) M. H. Ghannam A. Alwan B.T. Shamsan A. Abdullah E. Ameen A. Hassan M. Faez A. Hatem B. Rashed Volume 31, No. (3), 2025 1 1 1 ،2 HemingwayGrammarly . . 1 2 [b.taha@ust.edu](b.taha@ust.edu)* 107 [https://doi.org/10.20428/jss.v31i3.2731](https://doi.org/10.20428/jss.v31i3.2731) M. H. Ghannam A. Alwan B.T. Shamsan A. Abdullah E. Ameen A. Hassan M. Faez A. Hatem B. Rashed Volume 31, No. (3), 2025 Introduction In fact, AI has been insatiably rising and, in general terms, transforming all sectors including education. More especially, it has been creating headlines regarding its promise in changing the future of language learning through providing individuals unfamiliar with a linguistic innovative way of learning it-offering the same potential benefit for learning English, a language with extremely difficult issues in the field of grammar, syntax, vocabulary, and cultural implications. Writing, being one of the most c

FAQs

Which AI tools are discussed for improving non-native learners’ writing?

The document uses examples of popular AI tools, including Grammarly and Hemingway, and also mentions tools such as ProWritingAid in the introduction context.

How do the AI tools help learners during writing?

They provide real-time feedback and suggested amendments on grammar, syntax, vocabulary, coherence, and clarity, helping learners correct errors and improve correctness and clarity.

What are the reported negative aspects of using AI tools in writing instruction?

The document notes dependency risks and difficulties with complex language nuances, cultural subtleties, and context-specific expressions, as well as limited access to higher-order skills like discourse-level coherence and argumentation.

Aug 29, 2026

Uploaded by Margaret