Using Generative Artificial Intelligence to Support EFL Students’ Writing Proficiency in University in China.

This study offers insights into the impact of integrating cooperative learning with Generative AI (GenAI) to enhance ESL/EFL academic writing in a Chinese EMI university setting. This quasi-experimental study effectively addresses a significant gap in technology-mediated language education by combining cooperative learning strategies with GenAI tools for brainstorming, outlining, grammar, and vocabulary checks. The study design applies pre- and post-intervention assessments, classroom observations, and engagement logs to show how these tools affect students’ writing quality and engagement. The findings revealed a high correlation between the pre-post test for overall writing quality at 0.707 (p < 0.001) and a t-value of -47.357 (p < 0.001), indicating substantial improvements in overall writing quality. The mean scores for each writing skill showed remarkable improvements from pre- to post-intervention, predicting the benefit of language educators using GenAI to improve coherence, grammar, vocabulary, and argumentation skills in ESL contexts. This study advances understanding of technology-enhanced language learning and offers actionable recommendations for educators.