INVESTIGATING THE IMPACT OF AI TOOLS ON MOROCCAN EFL LEARNERS' WRITING PROFICIENCY: AN EXPERIMENTAL STUDY

This study investigates the effect of AI-powered tools, specifically Grammarly and ChatGPT, on the writing proficiency of Moroccan English as a Foreign Language (EFL) learners. Employing a quasi-experimental design over six weeks, 48 Baccalaureate students from a public secondary school in Meknes were divided into experimental and control groups. The experimental group integrated AI tools during writing tasks, while the control group received traditional instruction. Writing proficiency was assessed through pre- and post-tests, evaluating accuracy, fluency, coherence, and lexical variety. Results showed statistically significant improvement in the experimental group (p < .001), supported by enhanced learner autonomy and motivation. While challenges such as digital literacy gaps and tool overreliance were noted, the findings suggest AI tools offer a viable enhancement to traditional EFL instruction. The study underscores the need for localized AI implementation strategies, improved teacher training, and equitable digital infrastructure.