| Titre : | Investigating the Impact of AI-Powered Tools in Developing Writing Skills. The Case of Second-Year EFL Students at Saida University |
| Auteurs : | Senouci Bouchra Nour-El-Islam, Auteur ; P/LLA Dr. BOUARICHA Abdallah, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2025-2026 |
| Format : | 85p / 27cm |
| Accompagnement : | +CD-ROM |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Table of Contents
Acknowledgements................................................................................................i Abstract..................................................................................................................ii Table of Contents .................................................................................................iii List of pie charts...................................................................................................iv List of Abbreviations and acronymes.................................................................viii List of Appendices................................................................................................ix GENERAL INTRODUCTION............................................................................. 1 Chapter One: Literature review:............................................................................ 6 1.1Introduction ...................................................................................................... 7 1.2Writing skills in EFL context........................................................................... 7 1.2.1 definition of writing .................................................................................. 7 1.2.3 The importance of writing for EFL learners............................................. 8 1.3 Teaching and Learning writing :.................................................................. 9 1.3.1 The product approach............................................................................. 9 1.3.2 The Process approach........................................................................... 10 1.3.3 The Genre-based approach .................................................................. 10 1.3.4 The Task-based approach .................................................................... 11 1.4 ICT‘s in EFL context ................................................................................. 12 1.5 ICTs and The Learning theories................................................................. 13 1.5.1 The Behaviorism theory....................................................................... 14 1.5.2 The Humanism theory.......................................................................... 15 1.5.3 The Constructivism theory................................................................... 15 1.5.4 Multiple Intelligence theory...........................................................................16 1.5.5 The Connectivism theory……………………………………………………………….17 1.6 Artificial Intelligence: ................................................................................ 18 1.7 AI tools....................................................................................................... 19 1.7.1 ChatGPT............................................................................................... 20 v 1.7.2 Grammarly ........................................................................................... 21 1.7.3 QuillBot................................................................................................ 22 1.8 The Role of AI-tools in improving the EFL students writing performance .......................................................................................................................... 23 1.8.1 The influence of ChatGPT on students‘ writing.................................. 23 1.8.2 The influence of Grammarly on students‘ writing .............................. 23 1.8.3 The influence of QuillBot on students‘ writing ................................... 24 1.9Conclusion...................................................................................................... 24 Chapter two: The Learning Situation Analysis and The Research Design ....................................................................................Erreur ! Signet non défini. 2.1 Introduction ................................................................................................... 26 2.2 Research Design............................................................................................ 26 2.3 Methodological Limitations.......................................................................... 27 2.4 Research Setting ..................................................Erreur ! Signet non défini. 2.5 Participants.................................................................................................... 29 2.6 Research Instruments .................................................................................... 29 2.6.1 Students‘ Questionnaire .......................................................................... 29 2.6.2 Teachers‘ Interview Guide...................................................................... 30 2.6.3 Non-Participant Observation................................................................... 30 2.7 Data Collection Procedure ............................................................................ 30 2.8 Data Analysis Plan ........................................................................................ 31 2.8.1 Quantitative Analysis.............................................................................. 31 2.8.2 Qualitative Analysis................................................................................ 32 2.9Conclusion...................................................................................................... 33 Chapter three: Data analysis................................................................................ 35 3.1 Introduction ................................................................................................... 35 3.2 Students‘ Questionnaire: Analysis and Interpretation .................................. 35 3.3 Teachers‘ Interview : Analysis and Interpretation........................................ 51 3.4 Classroom Observation: Analysis and Interpretation ................................... 54 3.5 Conclusion..................................................................................................... 56 vi Chapter four: Discussion and Recommendations............................................... 59 4.1 Introduction ................................................................................................... 59 4.2 Discussion of Research Questions and Hypotheses...................................... 59 4.3 Limitations of the Study................................................................................ 60 4.4 Recommendations......................................................................................... 60 4.5Conclusion...................................................................................................... 63 General Conclusion ............................................................................................. 65 References........................................................................................................... 70 Appendix ............................................................................................................. 79 |
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