Enhancing EFL argumentative writing through an AI-powered corpus: impact on learner writing proficiency
Abstract
Argumentative writing skills are fundamental to academic literacy in higher education. However, English as a Foreign Language (EFL) learners often face significant challenges in producing coherent and well-structured argumentative texts. While previous research has explored the potential of corpus-based instruction and ChatGPT-assisted learning in enhancing writing skills, limited attention has been paid to the role of AI-powered corpus tools in improving students’ argumentative writing performance. This study investigated the effectiveness of corpus-based language pedagogy (CBLP) integrated with an AI-powered corpus platform to enhance students’ argumentative writing skills. A quasi-experimental design was employed, with 24 undergraduate students from a Chinese university participating in the study. All participants completed the training sessions and writing tasks, and their performance data were analyzed. The results revealed a statistically significant improvement in students’ overall argumentative writing performance over time. Additionally, a qualitative analysis of student interviews indicated positive attitudes toward the AI-powered corpus tool, along with the challenges in its application. The study concludes by discussing the pedagogical implications of AI-powered corpus tools for argumentative writing instruction and by offering suggestions for future research.
Link to publication in Taylor & Francis
