Effectiveness and Challenges of Artificial Intelligence Tools in IELTS Writing Instruction among Uzbek Secondary School Learners

Abstract

The integration of Artificial Intelligence (AI) into English language education has gained increasing attention due to its potential to provide personalized learning and immediate feedback. This mixed-methods study explores the effectiveness and challenges of using AI-based tools, including Engnovate, JumpInto, ChatGPT, and QuillBot, to facilitate IELTS writing instruction among Uzbek secondary school learners. The study involved 30 participants aged 15–17 from 10th and 11th grades in Tashkent, divided into a control group (n = 15) and an experimental group (n = 15). Participants were selected based on placement tests and an initial writing task. Quantitative data were collected through standardized English tests and IELTS-style writing tasks, while qualitative data were obtained from focus group discussions. The findings indicate that AI-supported instruction contributed to improvements in grammatical accuracy, lexical resource, coherence, cohesion, and overall learner engagement. Students reported increased motivation and positive attitudes toward writing due to instant feedback and interactive practice. However, the results also revealed challenges related to overreliance on AI tools, which negatively affected learners’ critical thinking and independent writing skills. The study concludes that while AI tools can effectively support IELTS writing instruction, their use should be carefully guided to promote responsible and pedagogically sound integration.