Developing EFL Writing Accuracy and Self - Editing Awareness Through AI - Supported MAP - WRITE Instruction

Abstract

   Nowadays, many learners rely on artificial intelligence (AI) tools to revise their writing without actively learning from the feedback provided, which may limit the development of their writing skills. This study aimed to examine the effectiveness of the MAP–WRITE instructional process, integrated with guided use of AI, in enhancing grammatical accuracy and students’ ability to self-edit their writing, as well as to explore students’ perceptions and attitudes toward the MAP – WRITE process and AI - assisted writing. The participants were 25 first-year English-major students at a university in Thailand who received MAP – WRITE instruction over a 16-week period using a single-group pretest–posttest quasi-experimental design. Data were collected through picture-based paragraph writing tests, questionnaires, and semi-structured interviews, and were analyzed using paired-sample t-tests, descriptive statistics, and thematic analysis.

   The results revealed a statistically significant improvement in posttest writing scores compared with pretest scores (p = .0028), with a medium-to-large effect size (Cohen’s d = 0.66). Although the numerical gains were modest, they align with the nature  of grammar-based writing development, which progresses gradually. Students reported moderate to high perceived improvement in grammatical accuracy and expressed positive attitudes toward both the MAP – WRITE process and the use of AI. Qualitative findings further indicated that the effectiveness of AI depended on how it was used; students who engaged with AI critically demonstrated greater grammatical awareness and were better able to revise and produce grammatically accurate writing independently.