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Yvonne Tiandem-Adamou, Wenzhou-Kean University, ChinaAbstract
In multilingual transnational higher education, academic writing is a persistent challenge for many students, particularly in English-medium instruction (EMI) environments where linguistic and cultural diversity often amplifies barriers to success. Leveraging cooperative learning and generative Artificial Intelligence (GenAI) is vital to enhance the writing proficiency of undergraduate students in EMI contexts, bringing them on par with academic writing standards. The presentation explores a quasi-experimental mixed-method study addressing a significant technology-mediated language education gap in EMI settings. 100 undergraduate Chinese students aged 18-19 participated. The study combined cooperative learning strategies with GenAI tools for brainstorming, outlining, grammar, and vocabulary checks, using pre- and post-intervention assessments, observations, and engagement logs to show how these variables affect students’ writing quality and engagement. The findings revealed a high correlation between the pre-post tests 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 pre-test mean for engagement was 3.77 (SD = 1.004), while the post-test mean was 3.98 (SD = 0.864), indicating a modest increase in engagement over time. The improvements from pre- to post-intervention predict the benefit of using GenAI to improve coherence, grammar, vocabulary, and argumentation skills, revealing AI as a potential personalized writing tool for L2, enabling real-time feedback and fostering self-directed learning while alleviating common writing-related challenges of multilingual learners.
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Conference: ACSS2025Stream: Teaching and Learning
This paper is part of the ACSS2025 Conference Proceedings (View)
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To cite this article:
Tiandem-Adamou Y. (2025) Using AI to Enhance English Writing Skills in Multilingual Transnational Higher Education ISSN: 2186-2303 – The Asian Conference on the Social Sciences 2025: Official Conference Proceedings (pp. 39-50) https://doi.org/10.22492/issn.2186-2303.2025.4
To link to this article: https://doi.org/10.22492/issn.2186-2303.2025.4
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