Effect of Artificial Intelligence Tools on Male and Female IELTS Test Taker's Writing Performance: The Case of Wordtune on Lexical Resource and Grammatical Range and Accuracy

Abstract

The present research evaluated the effects of Wordtune as an Artificial Intelligence (AI) assistance on Iranian IELTS candidates’ lexical resources and grammatical range and accuracy in writing. Utilizing a quasi-experimental design, the research scrutinized quantitative data. A number of 80 male and female learners from IELTS center located in Isfahan, Iran, with intermediate language proficiency, participated in the study and were split equally to an experimental group with AI-supported instruction and a control group receiving traditional instruction exclusively. All participants underwent the same vocabulary and grammar pre-test and post-test measures with the two groups being evaluated simultaneously. The results of an ANCOVA indicated that students’ lexical resources increased significantly due to regular practice with AI. However, such practice did not significantly impact grammar learning. In addition, no significant gender differences were found in the impact of AI on grammar and vocabulary resources. The study emphasized the potential of AI in education irrespective of gender differences and suggested using it alongside traditional instruction for optimal results, especially for grammar. Additionally, it proposed further enhancement of AI technologies in order for them to provide more sophisticated, grammar based feedback.

Keywords: Artificial Intelligence, Grammatical Range and Accuracy, IELTS Writing Performance, Lexical Resource, Test Improvement

DOI: 10.7176/IKM/15-1-01

Publication date: March 31^st 2025