Enhancing English Writing Skills through AI-Assisted Journaling: A Study of Students at Dong Nai University

Education

The purpose of this study is to investigate the impact of AI-assisted journaling on English writing proficiency among first-year students at Dong Nai University, with particular focus on grammar accuracy and idea expression. Forty students were randomly assigned to an experimental group, utilizing AI-assisted journaling tools, and a control group, employing traditional journaling methods. Over a six-week period, participants engaged in daily writing activities, averaging 10–15 minutes per session. Pre-test and post-test writing tasks were analyzed using quantitative measures of grammar accuracy and coherence of idea expression. Additionally, surveys and semi-structured interviews explored student perceptions of AI feedback, motivation, and confidence in writing. The findings demonstrate that students using AI-supported journaling exhibited significant improvements in both grammar accuracy and clarity of idea expression compared to the control group. Moreover, qualitative data reveal positive attitudes toward AI tools, indicating increased engagement and confidence. These findings suggest that AI-assisted journaling constitutes an effective pedagogical intervention for enhancing English writing skills in higher education settings, offering implications for curriculum design and instructional practice.

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