Exploring the Impact of AI and Digital Tools on EFL Writing Instruction in Higher Education: A Meta-Analysis of Global and Thai Contexts
Keywords:
Artificial Intelligence, Digital Tools, EFL Writing Instruction, Higher Education, Thai ContextAbstract
The objective of this meta-analysis is to explore the impact of artificial intelligence (AI) and digital tools on English as a Foreign Language (EFL) writing instruction in higher education, focusing on their effectiveness in enhancing grammar, coherence, and vocabulary. By reviewing peer-reviewed articles published between 2010 and 2024, the study aggregates quantitative and qualitative findings using meta-analytic techniques to assess the overall impact of these technologies on writing outcomes. Findings show that AI tools, such as intelligent tutoring systems and automated writing evaluation software, offer personalized feedback that significantly improves writing performance and student engagement. Digital tools, including online writing platforms and collaborative software, promote interactive and student-centered learning, particularly in the Thai educational context, where traditional methods often fall short. Despite their potential, challenges such as limited technology access and varying digital literacy levels present barriers to effective implementation. The study highlights the transformative potential of AI and digital tools in providing personalized and effective learning experiences in EFL writing instruction. Policymakers should prioritize these technologies by funding technological infrastructure and professional development for educators. Future research should expand access to these tools, develop culturally relevant instructional materials, and explore their long-term impact on writing skills to inform policy decisions and improve instructional practices in EFL education.
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