AI-Enhanced Writing Instruction and Learner Autonomy: A Mixed-Methods Quasi-Experimental Study with Bahraini EFL Undergraduates
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This study investigates the impact of integrating AI-powered writing tools (Grammarly, QuillBot, ChatGPT) into process-based writing instruction for intermediate-level Bahraini EFL undergraduates. Sixty students (CEFR B1–B2) were allocated within intact classes to either an experimental or control group. Over six weeks, the experimental group utilized AI tools to support stages such as brainstorming, drafting, and revision, while the control group received traditional instruction. Writing proficiency was assessed using an adapted IELTS rubric, and learner autonomy via a validated questionnaire. Qualitative data were obtained from reflective journals and semi-structured interviews.Results showed significant gains in writing performance (Mₑₓₚ = 25.8, Mcₜᵣₗ = 20.1, p < .001, d = 1.85) and learner autonomy (Mₑₓₚ = 68.9, Mcₜᵣₗ = 58.2, p < .001, d = 1.69) for the experimental group. Thematic analysis revealed increased metalinguistic awareness, self-regulation, and digital confidence. These findings suggest that well-integrated AI tools enhance linguistic outcomes and promote learner autonomy. This study contributes to AI-assisted EFL instruction and pioneers such integration in the Gulf region.
