Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

Enhancing the Writing Proficiency of Non-English Major Students Using Artificial Intelligence (AI) Language Tools

Michael B. Garcia

Discipline: Education

 

Abstract:

1 Pangasinan State University, School of Advanced Studies, Philippines * michaelgarcia @ucu.edu.ph Volume 2, Issue 2, June 2026 The rapid adoption of Artificial Intelligence language tools has fundamentally transformed educational practices, creating a critical need to evaluate their specific impact on the higher-order writing skills of non-English- major college students. This study examined the writing proficiency reflected in the written outputs of non-English major students before and after AI-assisted revision across five distinct dimensions and tested for significant differences to propose a targeted instructional intervention program. Utilizing a quasi-experimental single-group pretest-posttest design, researchers evaluated a purposively selected sample of seventy-seven first-year students enrolled in a general education course. Participants composed an initial unassisted academic essay and a subsequently revised essay guided by Artificial Intelligence feedback, which were then scored using an expert-validated analytic rubric and analyzed using repeated measures ANOVA. The AI-assisted revision intervention was associated with statistically significant improvements in the quality of respondents' written outputs, elevating the overall mean score from a baseline of 25.55 to 29.97 with a substantial effect size. Despite these gains, originality and creativity, critical thinking, and tone and style remained at the emerging proficiency level, along with contextual understanding, which achieved a proficient mean but still saw the majority of the population at emerging proficiency. However, the observed improvements reflect short-term performance within AI-assisted revision tasks and should not be interpreted as conclusive evidence of permanent Garcia, IJTMS, 2 (2), 766-782, 2026 767 1.



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