Exploring the Saudi EFL learners’ Perceptions and Challenges in AIAssisted Post-Editing Tools for Writing

This research study investigates Saudi English as a Foreign Language (EFL) learners’ perceptions and challenges when using artificial intelligence (AI)- assisted post-editing tools to improve their writing. 250 students from three Saudi universities, namely University of Bisha, King Khalid University and Jazan University, participated in a survey designed to evaluate their experiences with AI tools, such as grammar checkers and writing assistants, focusing on their effectiveness, usability, and limitations. The results show, on the one hand, that students believe AI tools are very effective in improving their grammatical accuracy and confidence in writing; on the other hand, they are rather suspicious of the possibility of these tools enhancing higher-order writing skills such as coherence and academic style. Statistical analysis found that there are positive relationships between using AI tools and the learners' writing performance, particularly in grammar and error detection. At the same time, the results indicated that there are some challenges encountered the learners when using AI tools in the process of writing post-editing. They showed that the learners' heavy reliance on AI tools may hamper their ability to develop independent writing skills. This study aims to contribute to discussions on the role of AI in language education, providing some practical implications for teachers who are looking to adopt AI tools in EFL writing instruction. Further research is needed to check how AI tools could be improved to help the learners develop their writing skills and help the instructors to look at the long-term effects on writing ability.