ISSN: 2226-6348
Open access
The rapid advancements in Artificial Intelligence (AI) have transformed language education, especially in higher education. Many studies have been done related to AI integration in education, but none on the use of language AI tools among Diploma TESL students at Poly-Tech institutions in Malaysia. This study investigates the use of AI writing tools such as Grammarly, QuillBot and ChatGPT in enhancing the academic writing skills of Diploma in Teaching English as a Second Language (DTESL) students at Kolej Poly-Tech Mara (KPTM) Kota Bharu, Malaysia. The study is grounded in Sociocultural Theory (SCT) and the Technology Acceptance Model (TAM) to investigate the relationship between AI writing tool use which is the independent variable and academic writing skills as the dependent variable including grammar accuracy, vocabulary usage, coherence and organization and self-editing skills. Students’ perceptions of AI writing tools that are operationalized through perceived usefulness and perceived ease of use will serve as the moderating variable. A mixed-method explanatory sequential design under the pragmatic paradigm will be employed with Phase 1 comprising a quantitative survey that will be administered to 150 students followed by Phase 2 involving qualitative semi-structured interviews with 15 purposively selected students to explore their experiences, challenges and suggestions for improving the integration of AI writing tools. Quantitative data will be analysed using SPSS Statistics Version 29 through descriptive statistics, Pearson correlation and multiple regression analysis. Qualitative data will be analysed thematically through a manual process. This study will provide empirical insights into how AI writing tools support ESL academic writing performance and offer practical recommendations elicited from students’ suggestions for incorporating these tools into writing instruction. By focusing on the Malaysian higher education ESL context, this study addresses critical gaps in the literature on AI-assisted academic writing.
Ahmed, M. N. A., Zaid, N. M., Abdullah, A. H. B., & Almurshidi, G. (2025). Assessment of Quillbot Tool in English Education amongst Students in UAE Higher Education. International Journal of Academic Research in Progressive Education and Development, 14(1). https://doi.org/10.6007/ijarped/v14-i1/24352
Anani, G. E., Nyamekye, E., & Bafour-Koduah, D. (2025). Using artificial intelligence for academic writing in higher education: the perspectives of university students in Ghana. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00434-5
Aljuaid, H. (2024). The Impact of Artificial intelligence Tools on academic writing instruction in Higher Education: A Systematic review. Arab World English Journal, 1(1), 26–55. https://doi.org/10.24093/awej/chatgpt.2
Dizon, G., & Gayed, J. M. (2024). A systematic review of Grammarly in L2 English writing contexts. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2397882
Hadi, N. a. A., Mohamad, F., Johar, E. M., & Kadir, Z. A. (2024). Exploring the Acceptance of ChatGPT as an Assisting Tool in Academic Writing among ESL Undergraduate Students. International Journal of Research and Innovation in Social Science, VIII(X), 2886–2901. https://doi.org/10.47772/ijriss.2024.8100242
Ismail, A. A. M. & Selangor Islamic University (UIS). (2024). ANALYSING PLAGIARISM PATTERNS IN ESL WRITING AMONG MALAYSIAN UNDERGRADUATES. In E-Prosiding Persidangan Antarabangsa Sains Sosial & Kemanusiaan Kali Ke-9 (PASAK9 2024).
Llausas, S. M., Ruiz, E., Ayucan, S. M., Evardo Jr., O. J., & Teacher Education Department, Davao de Oro State College, 8803, Philippines. (2024). A Systematic literature review on the use of grammarly in improving the writing skills of ESL/EFL students. International Journal of Multidisciplinary: Applied Business and Education Research, 9–9, 3507–3516. https://philpapers.org/archive/LLAASL.pdf
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00295-9
Mohammadi, R., Borna, P., & Rashideh Zoghi. (2023). The effect of employing grammarly on Iranian EFL learners’ writing [Journal-article]. International Journal of Research in English Education, 8(5), 187. https://www.ijreeonline.com
Najlaa’ Nasuha Mohd Radin, Aida Mustapha, & Aileen Farida Mohd Adam (2024) Evaluating Automated Grammar Corrective Feedback Tools: A comparative study of Grammarly and QuillBot in ESL expository Essays. (2024). Akademika, 94(2), 474–491. https://doi.org/10.17576/akad-2024-9402-27
Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human-AI collaboration patterns in AI-assisted academic writing. Studies in Higher Education, 847–864. https://doi.org/10.1080/03075079.2024.2323593
Raad, B., Anjum, F., & Ghafar, Z. N. (2023). Exploring the profound impact of artificial intelligence applications (Quillbot, Grammarly and ChatGPT) on English academic writing: a systematic review. International Journal of Integrative Research (IJIR), 10, 599–622. https://doi.org/10.59890/ijir.v1i10.366
Rahman, N. A. A., Zulkornain, L. H., Mat, A. C., & Kustati, M. (2023). Assessing Writing Abilities using AI-Powered Writing Evaluations. Journal of ASIAN Behavioural Studies, 8(24), 1–17. https://doi.org/10.21834/jabs.v8i24.420
Ramli, N. F. M., Mat, N. H. C., Tazijan, F., Zakaria, S. F., & Mahmud, M. M. (2025). AI USE AND IMPACT ON METACOGNITIVE STRATEGY OF ESL LEARNERS IN HIGHER EDUCATION. Quantum Journal of Social Sciences and Humanities, 6(3), 539–548. https://doi.org/10.55197/qjssh.v6i3.713
Subramaniam, I., & Mohamad, M. (2024). A Systematic Literature Review on the Impacts of Using Chat GPT and other AI-Driven Tools in ESL Teaching and Learning. International Journal of Academic Research in Progressive Education and Development, 13(3). https://doi.org/10.6007/ijarped/v13-i3/22897
Azman, M. A. Bin, & Ibrahim, A. B. (2025). Investigating AI Writing Tools in Enhancing Academic Writing Skills of Diploma in TESL Students of a Private College in Malaysia: The Moderating Role of Students’ Perceptions. International Journal of Academic Research in Progressive Education and Development, 14(4), 1307-1314.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode