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Utilizing artificial intelligence tools for improving writing skills: Exploring

Omani EFL learners’ perspectives

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 Forum for Linguistic Studies 2024, 6(2), 1177.
https://doi.org/10.59400/fls.v6i2.1177

Article

Utilizing artificial intelligence tools for improving writing skills: Exploring

Omani EFL learners’ perspectives
Mohammed Al-Raimi1, Badri Abdulhakim Mudhsh2,*, Yasir Al-Yafaei2, Salim Al-Maashani2
1
General Requirements Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman
2
English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman
* Corresponding author: Badri Abdulhakim Mudhsh, [email protected]

CITATION Abstract: The way that language is learned now needs to be innovative and creative due to
Al-Raimi M, Mudhsh BA, Al-Yafaei changes in educational demands as a result of the unprecedented advancement in technology.
Y, Al-Maashani S. (2024). Utilizing Since artificial intelligence (AI) has become an integral part of education to support everyday
artificial intelligence tools for
tasks like teaching and learning languages, this study inspects the Omani EFL learners’
improving writing skills: Exploring
Omani EFL learners’ perspectives.
perceptions and practices towards utilizing artificial intelligence tools for enhancing their
Forum for Linguistic Studies. 6(2): writing skills. To answer the research questions, a number of 61 students from the General
1177. Requirements Unit at the Preparatory Studies Centre, University of Technology and Applied
https://doi.org/10.59400/fls.v6i2.1177
Sciences, Salalah, Sultanate of Oman, answered a 5-point Likert questionnaire. After analyzing
the collected data statistically using SPSS (0.26), the results showed that Omani EFL students
ARTICLE INFO
have positive perceptions towards utilizing artificial intelligence writing tools. The findings
Received: 11 January 2024
showed that translating words, phrases, and sentences is where Omani EFL students most
Accepted: 5 February 2024
Available online: 20 March 2024 frequently use AI tools. In order to verify spelling and grammar, they also employ AI
techniques. The participants also report using AI writing tools to generate ideas for their writing
COPYRIGHT and to assist them in composing essays and paragraphs. Findings showed that there were no
significant differences between male and female students, and there was no correlation
concerning the students’ perceptions and practices in utilizing AI tools. The study’s
Copyright © 2024 author(s).
recommendations and implications were presented in accordance with this.
Forum for Linguistic Studies is
published by Academic Publishing Keywords: AI tools; artificial intelligence (AI); Omani EFL learners; tools; writing skills
Pte. Ltd. This work is licensed under
the Creative Commons Attribution
(CC BY) license. 1. Introduction
https://creativecommons.org/licenses/
by/4.0/ Over the past three decades, the EFL classroom has undergone significant
transformations, transitioning from traditional methods to contemporary approaches
incorporating various technological advancements (see, for instance, Al-Maashani and
Mudhsh, 2023; Al-Yafaei and Mudhsh, 2023; Cancino and Panes, 2021). The quick
and unprecedented breakthroughs in technology and the internet have led to the
emergence of artificial intelligence (AI), which has had a significant impact on several
aspects of human life, particularly in the field of education. The widespread integration
of technology in education is revolutionizing pedagogical practices and knowledge
acquisition. Adams and Chuah (2022) affirmed that the rise of AI technology has
sparked a significant interest among educational technologists in its integration into
teaching and learning. Mushthoza et al. (2023) suggested that AI can improve English
teaching and learning by offering personalized instruction, immediate feedback,
curating educational resources, automating language assessments, and providing
translation services. AI-powered tools can also provide data-driven insights,
enhancing fluency, accuracy, and self-correction. Silva and Janes (2020) provided a
comprehensive analysis of the various impacts of AI on education, highlighting its

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potential to enhance instructional methods, personalize learning experiences, and

transform pedagogical strategies. In addition to these benefits, Ali (2020) argued that
the utilization of AI in education facilitates a shift towards a student-centered approach,
resulting in the empowerment of learners. The utilization of AI tools in education has
shown great potential for enhancing writing proficiency among English as EFL
learners (Dong, 2023; Hwang and Nurtantyana, 2022; Yang, 2007; Woo et al., 2023).
Godwin-Jones (2022) maintained that AI-powered writing tools can significantly
enhance the quality of learners’ written compositions.
A significant number of EFL learners face challenges in improving their writing
skills, such as limited tailored feedback, difficulty recognizing and rectifying errors,
and a lack of motivation. A solution to these problems would be the integration of AI
tools in writing education. AI writing tools offer numerous advantages to learners.
Alharbi (2023) asserted that the progress in artificial intelligence has led to the
development of novel writing tools that offer assistance to authors and students
through the provision of sentence completion options and text-generating capabilities
that closely resemble human-like output. According to Godwin-Jones (2022), AI-
powered writing tools have the potential to greatly improve the quality of learners’
written compositions. Mushthoza et al. (2023) suggested that AI tools can provide
immediate and individualized feedback, identify linguistic errors, and propose
alternative expressions or vocabulary options, provide suggestions to enhance
readability, detect instances of plagiarism, generate ideas for new topics, facilitate
translation, summarize works, and incorporate gamification to boost motivation and
engagement. Another advantage of utilizing AI tools in the writing process is the
widespread accessibility of these tools, which allows learners to practice at their own
pace and convenience. Based on the aforementioned benefits of AI tools, Ali (2020),
Silva and Janes (2020) seem in line with the idea that including AI tools in the teaching
and learning process, as well as incorporating them into EFL writing teaching, will
have great promise in addressing difficulties and improving writing proficiency.
However, to effectively utilize AI tools, it is crucial to understand learners’
perspectives and practices towards these tools, as this can provide valuable insights
for educators, curriculum developers, and policymakers on optimal approaches for
successful integration in writing education.
On a daily basis, a significant influx of innovative AI tools emerges on the market,
specifically designed to enhance the teaching of English language abilities, with a
special focus on writing proficiency. The adoption of AI-based writing tools poses a
difficulty for learners, as they face difficulties in discerning the most suitable tools to
utilize (Nadimpalli et al., 2023). Despite the growing number of artificial intelligence
(AI) tools and the confusion they cause among users, it is important to recognize that
there are a number of widely used AI approaches that have proven to be beneficial in
the writing domain. For instance, Grammarly, Chat-GPT, Quillbot, Copy.ai, etc. have
been used by Omani EFL learners to develop their writing skills.
Simply put, advancements in AI technology have had an impact on the EFL
classroom by providing individualized training, quick feedback, and insights based on
hard data. The utilization of AI-powered writing tools has the prospect of improving
fluency, accuracy, and self-correction, thereby mitigating the challenges faced by
learners in the realm of writing. The efficacy of AI techniques in education is

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contingent upon the assessment of learners’ attitudes and practices regarding these
strategies.

Problem statement
Writing is widely regarded as the most challenging skill for EFL students to
develop proficiency in (Phuket and Othman, 2015; Pratiwi, 2021). The art of writing
is undoubtedly a complex and comprehensive endeavor that requires the mastery of
not only the writing mechanics and grammatical rules of language, but it also requires
knowledge of word choice, the ability to organize and develop ideas, maintain
cohesiveness and coherence, and to deal with different genres and styles. Hedge (1988)
posits that effective writing necessitates a strong ability to generate ideas, maintain
high accuracy to prevent misinterpretations, and employ diverse grammatical
structures, syntax, and vocabulary. A great deal of English as a Foreign Language
(EFL) learners often find writing to be a demanding task and tend to avoid it (Rozimela
and Wahyuni, 2019) due to their limited vocabulary, unfamiliarity with grammar rules,
lack of idiomatic expressions, and poor understanding of cultural variations and
writing styles between their native language (L1) and the target language. Moreover,
the problems of learners in writing are significantly attributed to a lack of practice
(Belkhir, 2017; Bouchefra, 2015; Fazilatfar, 2017; Sasmita, 2021), which in turn
hinders them from developing their written communicative competency in the target
language. Due to these difficulties, the use of artificial intelligence (AI) tools to
improve writing skills among learners is becoming increasingly important. AI tools
can provide immediate feedback on grammar, vocabulary, and sentence structure,
helping foreign EFL learners identify and resolve problems in their writing. This real-
time feedback enhances writing proficiency, eliminating the need for instructors’
comments. AI systems can also improve language accuracy by identifying common
errors and providing alternative phrases or vocabulary options. AI tools can also
enhance motivation (Neji et al., 2023; Merrick, 2011) and engagement among learners
with gamification components like badges or rewards. Accessibility and availability
are key advantages, allowing learners to engage in writing practice at their preferred
time and location, accommodating their individual learning preferences. The use of AI
tools also allows for customization of the learning experience, catering to the unique
needs and skill levels of EFL learners. This approach creates a highly customized and
individualized learning environment, allowing learners to progress at their own pace
and target specific areas of improvement in their writing proficiency. Overall, AI
technologies offer a significant asset for EFL learners, strengthening their writing
abilities through tailored feedback, improved linguistic precision, motivation, and
accessibility. However, there is limited research on learners’ perspectives and
practices, particularly in the Sultanate of Oman, regarding AI adoption. This study
aims to inspect Omani EFL learners’ perceptions and use of AI tools for writing skill
enhancement and prospects for effectively integrating AI tools into writing education.
The study addressed the following research questions:
1) What is the degree of Omani EFL learners’ perceptions towards utilizing AI tools
for improving their writing skills?
2) To what extent do Omani EFL learners utilize AI tools for improving their writing

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skills?
3) Is there a significant difference between the gender groups in terms of perceptions
and uses of AI tools for improving their writing skills?
4) Are there correlations between learners’ perceptions and practices of AI tools for
improving their writing skills?

2. Literature review
The development of EFL learners’ writing skills, proficiency, and fluency is a
fundamental component of language acquisition since it facilitates the ability to
communicate effectively and articulate thoughts and concepts. In this regard, a
significant number of studies suggest that AI tools can potentially enhance the writing
proficiency of EFL learners. Marzuki et al. (2023) examined the impact of AI writing
tools on the quality of student writing. The study found that the use of AI writing tools,
such as QuillBot, WordTune, Jenni, Chat-GPT, Paperpal, Copy.ai, and Essay Writer,
has positively impacted the overall writing quality of students. Abdalkader (2022)
investigated the effect of AI programs like Minecraft, Semantris, and virtual reality
activities on improving English as a Foreign Language learners’ writing fluency. The
results showed a positive impact of AI on students’ writing fluency. Dong (2023)
explored the use of AI-based pedagogy in teaching academic English writing in an
EFL setting. Results show that AI enhances students’ writing proficiency by providing
timely feedback, encouraging active participation, and improving grading efficiency.
This highlights the potential of AI in revolutionizing traditional teaching methods and
presenting positive impacts for educators, learners, and educational technology
producers. Hidayati et al.’s (2020) study demonstrated that integrating ICT learning
models and AI in writing classes improves students’ essay writing quality, but caution
and specialized instructional approaches are necessary. Woo et al.’s (2023) study on
AI’s application in EFL learners’ writing found a correlation between human-
generated and AI-generated words and their impact on scores. The study suggested
that AI can improve writing quality across various proficiency levels and help address
digital access and literacy disparities. The findings could inform the development of
natural language generation tools and writing activities in educational institutions.
Behjat et al. (2011) suggested that web resources like weblogs, wikis, and podcasts
can significantly enhance the writing skills of English as a Foreign Language (EFL)
students. Taskiran and Goksel (2021) investigated the impact of automated and teacher
feedback on academic writing achievement in open and distant learning settings.
Results showed significant disparities between diagnostic exams and achievement
tests, with regular feedback enhancing academic writing skills and teacher input
showing marginally better outcomes.
The results obtained by Alammar and Amin (2023) indicated that EFL students
hold positive attitudes towards the utilization of Academic Productivity Tools (APTs).
Syahnaz and Fithriani (2023) explored students’ perceptions of QuillBot in English
academic writing courses. Results showed positive attitudes towards its
implementation, citing its benefits in enhancing content quality, reducing grammatical
errors, and improving linguistic proficiency. The study suggested that AI-based
technology can help English as a Foreign Language students overcome academic

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writing challenges. They perceive these tools as valuable resources that greatly
influence their academic writing process. Alves et al. (2023) compared two
information retrieval strategies, pull and push, from a user-centric perspective. It
examines user demand for AI-assisted writing and its effects on writing quality,
ownership, efficiency, and satisfaction. Results show a positive reception for AI
integration in writing, enhancing variety and efficiency. Users expressed satisfaction
with the collaborative nature of AI tools and did not perceive a diminishment in
ownership. Users expressed favorable attitudes toward AI-assisted writing tools,
according to a study by Pereira et al. (2023). These tools were found to be beneficial
in facilitating idea variation and enhancing the overall quality of writing. Rahman et
al. (2022) evaluated the effectiveness of Automated Writing Evaluation (AWE)
software in identifying grammatical errors and improving writing proficiency among
Malaysian public university students. Results show students have positive attitudes
towards AWE integration, suggesting its potential in English as a Second Language
(ESL) writing instruction. Saudi female students, as per RahmtAllah’s (2023) research,
have a positive view towards the use of online automated writing checkers (OAWCs)
for enhancing their writing skills. Sumakul et al. (2022) found that students positively
viewed the use of AI in writing, expressing satisfaction with the educational
experience and its facilitation of their writing endeavours. However, it also highlighted
the need to consider other factors when incorporating AI into writing instruction.
Burkhard (2022) revealed that students’ views on AI-powered writing tools vary.
Some may misuse these tools without critical thinking, leading to plagiarism. Others
may avoid them due to skepticism and a lack of learning skills, especially those who
have repeated courses. The effectiveness of personalized instructional approaches may
vary based on student profiles, promoting the judicious use of educational resources.
The study suggests that personalized instructional approaches may be more effective
in promoting responsible use of AI tools, depending on the diverse profiles of students.
The study highlights the importance of considering various tools in the classroom.

3. Methods
The current study aims to explore the Omani EFL learners’ perceptions and
practices towards utilizing artificial intelligence tools for improving their writing skills.
The study took place at the General Requirements Unit at the Preparatory Studies
Centre, University of Technology and Applied Sciences-Salalah, at the end of the first
semester of the academic year 2023–2024. The study employed a quantitative
methodology to gather and analyze the data.

3.1. Participants
The total participants of the current study were 61 students taken from the
General Requirements Unit at the Preparatory Studies Centre, University of
Technology and Applied Sciences-Salalah. Students at the General Requirements Unit
study technical writing, English for academic purposes, and public speaking, and they
use AI tools like Chat-GPT, Quillbot, Grammarly, Jasper.ai, Rytr.me, Paperpal,
Copy.ai, etc. to help them write and improve their writing. Moreover, the first and
second questions of the questionnaire were, “Do you use artificial intelligence (AI)

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tools when you write? Do you agree to answer this questionnaire?” to ensure that their
responses are accurate and valid (see appendix).

3.2. Research instrument

In order to gather data, the researchers employed a quantitative methodology,
utilizing a 5-point Likert questionnaire to obtain responses from the participants (see
appendix). The researchers devised the questionnaire to specifically target the research
objectives and the situations of the sample population. Once the questionnaire was
designed, it was distributed to three experienced senior lecturers and one statistician
for evaluation and revision. This was done to ensure that the questionnaire effectively
addressed the research questions and the situations of the target population.

3.3. Research procedures

Upon verifying the questionnaire’s validity, it was distributed to the participants
in the form of a Google form. Following a two-week period of distributing the
questionnaire, a total of 72 participants completed the questionnaire. However, 11 of
these participants were excluded from the study due to its lack of validity. The final
valid participants are 61. The researchers then moved on to the process of analysis.
Using SPSS version 0.25, 61 completed questionnaires were categorized and
examined. The obtained Cronbach’s alpha was 0.807, as presented in Table 1,
provides evidence of the data collection’s higher reliability.

Table 1. The questionnaire’s reliability.

Cronbach’s Alpha No. of Items
807 23

3.4. Data analysis

The coding, feeding, and analysis procedures were conducted using SPSS
(Version 26.0) under the guidance of a statistician. Following the coding process and
inputting the replies into SPSS, the dataset was examined in order to tackle the study
questions. A statistical analyst assisted in the analysis of the data. The study’s
objectives were met by using a few statistical tests. The study employed descriptive
statistics to explore how the participants perceived and used artificial intelligence (AI)
tools to enhance their writing skills. Additionally, the means and standard deviations
of the questionnaire items related to the participants’ perceptions and usage of AI tools
were explored. The Mann-Whitney U Test was utilized because there are two variable
groups to compare how the gender variables perceive and employ artificial intelligence
technologies to improve their writing skills. The correlation coefficients between the
participants’ perceptions and practices toward using artificial intelligence technologies
to enhance their writing abilities were assessed using the Pearson Test.

4. Results
This section focuses on the outcomes derived from the analysis of the participants’
responses. The results are presented in tabular format, followed by explanations and
analyses. The exhibited data consists of two types: perceptional and correlational.

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Table 2 illustrates the mean and standard deviation for the total sample of the students.
The mean is (1.5082) which means that Omani EFL learners’ have positive
perceptions towards utilizing artificial intelligence tools for improving their writing
skills.

Table 2. Mean and standard deviation of the two samples.

N Mean SD
Gender 61 1.5082 0.50408
Valid N (listwise) 61

This positive perception towards utilizing artificial intelligence tools for

improving their writing skills is evident in Table 3, assigned for means for perception
statements. According to the results obtained in Table 3, participants confirmed that
using AI writing tools helps them improve their writing skills (M = 2.3934). Also, they
agreed that AI writing tools help them identify spelling and grammatical errors (M =
2.5902). Participants agreed that all artificial intelligence tools improve their writing
skills, as is clear in Table 3.

Table 3. Means and standard deviations for perceptions statements.

The questionnaire statements Mean Std. Deviation
1 Using AI writing tools helps me improve my writing skills. 2.3934 1.46377
AI writing tools help me identify spelling and grammatical
2 2.5902 1.49863
errors.
AI writing tools develop the quality and efficiency of my
3 2.7377 1.34042
writing.
4 AI writing tools enhance my vocabulary repertoire. 2.7049 1.47585
5 Using AI writing tools improves my content writing skills. 2.5082 1.42154
6 Using AI writing tools enhances my enthusiasm for writing. 2.8033 1.31428
7 Using AI writing tools foster writing organization skills 2.8197 1.29754
8 Using AI writing tools improve my writing style. 2.5082 1.38592
AI writing tools offer me the ability to use different options
9 2.4262 1.40782
for word selection.
10 AI writing tools help me organize my ideas. 2.5082 1.34936
AI writing tools help me understand the use of transition
11 2.4754 1.37364
words.

Uses of AI Tools for Improving Writing Skills:

According to the results of the participants’ perceptions and uses of AI writing
tools to help them improve their writing skills, it was found that their uses of AI tools
are greater than their perceptions towards utilizing artificial intelligence tools for
improving their writing skills. Table 4 shows the mean of the uses of participants, as
the highest mean was attributed to the use of AI writing tools to translate words,
phrases, and sentences, with a mean (M = 4.0000). They also use AI tools to check for
grammatical errors and check the spelling of words with a mean (M = 3.7213).
Participants also state that they use AI writing tools to write paragraphs and essays and
use AI writing tools to generate ideas to be used in writing (mean = 3.4918),

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respectively.

Table 4. Means and standard deviations for uses items.

The questionnaire statements Mean Std. Deviation
1 I use AI writing tools to write my exercises and assignments. 3.1311 1.28420
2 I use AI writing tools to refine and paraphrase texts. 3.6230 1.33121
I use AI writing tools to translate words, phrases, and
3 4.0000 1.26491
sentences.
4 I use AI writing tools to check the spelling of words. 3.7213 1.27973
5 I use AI writing tools to check for grammatical errors. 3.7213 1.27973
6 I use AI writing tools to edit my style of writing. 3.1475 1.37642
7 I use AI writing tools to write paragraph and essays. 3.4918 1.34936
I use AI writing tools to create a full list of the
8 3.3607 1.46097
sources/references used in my writing.
I use AI writing tools to summarize texts/paragraphs to be
9 3.4426 1.38473
used in my writing.
10 I use AI writing tools to save time when writing. 3.6721 1.20722
11 I use AI writing tools to generate ideas to be used in writing. 3.4918 1.34936

Differences between Perceptions and Uses of AI Tools:

Table 5 depicts the disparities in the perceptions and utilization of AI tools by
Omani EFL learners in enhancing their writing skills. It was found that there is no
substantial difference between gender groups in their perceptions of utilizing AI tools
to improve their writing skills (p > 0.05), while there is no difference between gender
groups in their use of AI tools to improve their writing skills 0.762. This is attributed
to the fact that both groups have the same attitudes towards the importance of AI tools
to improve their writing skills.

Table 5. Differences between perceptions and uses across study groups.

Perceptions Practices
Mann-Whitney U 411.500 444.000
Wilcoxon W 876.500 909.000
Z −0.773 −0.303
Asymp. Sig. (2-tailed) 0.439 0.762
a. Grouping Variable: Gender

Correlational Findings:
The Spearman Correlation Test, as presented in Table 6, indicates that there are
no correlations between the perceptions and practices of Omani EFL learners
regarding the use of artificial intelligence tools to enhance their writing abilities. The
correlation between perceptions towards AI tools is not positive (r = 1.000) and
between uses of AI tools is not positive either (r = −0.108). This indicates that when
perceptions decrease, practices decrease, and vice versa.

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Table 6. Correlation between perceptions and uses of AI tool.

Perceptions Practices
Correlation Coefficient 1.000 −0.108
Perceptions Sig. (2-tailed) - 0.406
N 61 61
Spearman’s rho
Correlation Coefficient −0.108 1.000
Practices Sig. (2-tailed) 0.406 -
N 61 61

5. Discussions
Based on the aforementioned results, it is clear that Omani EFL learners have
positive perceptions towards using and utilizing artificial intelligence tools for
improving writing skills. This finding was supported by several pieces of evidence
mentioned in the literature review (Abdalkader, 2022; Alammar and Amin, 2023;
Syahnaz and Fithriani, 2023; Sumakul et al., 2022). These studies showed that the
students have positive perceptions and attitudes towards AI and other technological
tools for improving their language learning process. Moreover, the findings of the
current study support to a great extent Syahnaz and Fithriani’s study (2023), which
indicated favorable attitudes towards the implementation of AI systems, highlighting
its advantages in enhancing content quality, minimizing grammatical errors, and
enhancing linguistic competency. The study proposed that the utilization of AI-based
technology can assist students learning English as a foreign language in surmounting
obstacles encountered in academic writing. Furthermore, in this study, Omani EFL
students affirmed that the highest uses of AI writing tools are to translate words,
phrases, and sentences, check the spelling of words, and check for grammatical errors.
This finding is in parallel with the findings of Marzuki et al.’s (2023) study.
Abdalkader (2022) examined the impact of AI programs such as Minecraft, Semantris,
and virtual reality activities on enhancing the writing fluency of EFL learners. The
findings demonstrated a favorable influence of artificial intelligence on the proficiency
of students in writing skills. In another EFL context, Dong (2023) investigated the
application of AI-based pedagogy to instruct academic English writing. The findings
indicate that artificial intelligence improves students’ writing proficiency. These
findings go in line with the aforementioned findings of this study.
The results showed that students’ usage of AI technologies to improve their
writing was higher than their perceptions. This means that students use these tools
more when they are in need of enhancing their overall writing, regardless of their
perceptions. In the same way, this finding relates to studies conducted by Dong
(2023), Hwang and Nurtantyana (2022), Yang (2007), Woo et al. (2023). These studies
on AI tools in education have demonstrated significant potential for improving writing
proficiency among EFL learners. Moreover, this might require more awareness and
knowledge from their teachers to develop their perceptions towards utilizing AI tools
in their writing skills activities in order to use these tools effectively and adequately.
When it comes to gender, there were no significant differences between male
students and female students regarding their perceptions and uses of utilizing AI tools

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to enhance their writing skills. This means that both male and female students realize
the importance of these AI tools for enhancing their writing skills. On the other side,
the correlational results showed that there is no correlation between perceptions and
practices in students’ responses towards utilizing AI tools to enhance their writing
skills.
Finally, taking into account all the results, this study confirms some significant
findings from earlier studies and correlates them to these studies, such as Alharbi
(2023), Ali (2020), Godwin-Jones (2022), Mushthoza et al. (2023). These studies
confirmed that the use of AI tools in education has demonstrated a great deal of
promise for improving writing skills among students studying English as a foreign
language (EFL), and it is believed that these tools can greatly improve the caliber of
students’ written work. Through the provision of individualized instruction, quick
feedback, resource curation, automated language tests, and translation services,
artificial intelligence (AI) can enhance the teaching and learning of English in general.

6. Conclusion
The current study is intended to inspect the Omani EFL learners’ perceptions and
practices towards utilizing artificial intelligence tools for enhancing their writing skills.
A number of 61 students from the General Requirements Unit at the Preparatory
Studies Centre, University of Technology and Applied Sciences-Salalah, Sultanate of
Oman, participated in the study. The results of the study showed that Omani EFL
students have positive perceptions towards utilizing artificial intelligence writing tools.
Based on the results of the analysis, the most commonly used AI tools by Omani EFL
students are in translating words, phrases, and sentences. They also use AI tools to
check for grammatical errors and check the spelling of words. Participants also state
that they use AI writing tools to help them write paragraphs and essays and use AI
writing tools to generate ideas to be used in writing, respectively. On the other side,
the least practiced items by Omani EFL students were using AI writing tools to write
their exercises and assignments and create a full list of the sources and references used
in their writing. The results showed that there were no significant differences between
male and female students in terms of their perceptions and utilization of AI
technologies to improve their writing skills. In regards to students’ perceptions and
practices in utilizing AI tools to improve their writing skills, the correlational results
revealed that perceptions and practices do not correlate. These findings imply that EFL
teachers and students can utilize AI writing tools to enhance Omani EFL students
overall writing skills. Also, there should be more training and awareness regarding
these AI tools in order to use them appropriately and usefully. Further research can be
conducted to inspect the utilization of AI technologies in improving other English
language skills, mainly listening, and reading. A large sample may also be useful in
inspecting the utilization of AI technologies in improving English language skills.
Also, this study may inspire other researchers to investigate the impact of AI tools in
learning language skills in general. Finally, while analyzing the findings of this study,
it is important to take into account certain limitations that can be anticipated. The
limited sample size and use of a single data collection method restrict the scope of the
findings, making their applicability to other populations rather uncertain. The

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researchers acknowledge that the utilization of testing in conjunction with other data
collection methods may have provided a valuable opportunity for a comprehensive
and meticulous analysis.

Authors contributions: Conceptualization, MAR and BAM; methodology, BAM and

MAR; software, BAM; validation, YAY and SAM and BAM; formal analysis, BAM;
investigation, MAR and BAM; resources, MAR; data curation, MAR and BAM;
writing—original draft preparation, MAR and BAM; writing—review and editing,
YAY and SAM; visualization, SAM and YAY; supervision, MAR; project
administration, BAM and MAR; funding acquisition, SAM and YAY. All authors
have read and agreed to the published version of the manuscript.
Conflict of interest: The authors declare no conflict of interest.

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Appendix

Questionnaire
Dear students,
The present study, entitled “Artificial intelligence tools for improving writing skills: exploring Omani EFL
learners’ perspectives” explores the perceptions and uses of Omani EFL learners about the use of artificial intelligence
(AI) tools in their writing and how AI could improve it. Therefore, you are kindly requested to participate in responding
to this questionnaire. The questionnaire consists of two sections; each section comprises a number of questions
pertaining to this study. Your participation in this study is of utmost importance, as it will shed light on the different
viewpoints concerning using AI tools in the writing process. The researchers confirm that your responses will be kept
confidential and exclusively utilized for the study objectives.
1. Are you willing to complete this questionnaire?
Yes No
2. Do you use artificial intelligence (AI) tools when you write?
Yes No
3. Gender: Male/Female
Please select the most appropriate option.
Note: AI refers to artificial intelligence
Statement Strongly agree Agree Neutral Disagree Strongly disagree
1. Using AI writing tools helps me improve my writing skills.
2. AI writing tools help me identify spelling and grammatical
errors.
3. AI writing tools develop the quality and efficiency of my
writing.
4. AI writing tools enhance my vocabulary repertoire.
5. Using AI writing tools improves my content writing skills.
6. Using AI writing tools enhances my enthusiasm for writing.
7. Using AI writing tools foster writing organization skills.
8. Using AI writing tools improve my writing style.
9. AI writing tools offer me the ability to use different options
for word selection.
10. AI writing tools help me organize my ideas.
11. AI writing tools help me understand the use of transition
words.

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 Forum for Linguistic Studies 2024, 6(2), 1177.

Section Two: Practices

Note: AI refers to artificial intelligence
Statement Always Usually Sometimes Rarely Never
1. I use AI writing tools to write my exercises and assignments.
2. I use AI writing tools to refine and paraphrase texts.
3. I use AI writing tools to translate words, phrases, and
sentences.
4. I use AI writing tools to check the spelling of words.
5. I use AI writing tools to check for grammatical errors.
6. I use AI writing tools to edit my style of writing.
7. I use AI writing tools to write paragraph and essays.
8. I use AI writing tools to create a full list of the
sources/references used in my writing.
9. I use AI writing tools to summarize texts/paragraphs to be
used in my writing.
10. I use AI writing tools to save time when writing.
11. I use AI writing tools to generate ideas to be used in writing.

Thank you for your participation!

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