INFLUENCE OF AI TOOLS ON THE ENHANCEMENT OF WRITTEN ENGLISH PROFICIENCY AMONG FIRST-YEAR ARTS UNDERGRADUATES AT GODFREY OKOYE UNIVERSITY, ENUGU STATE.

EZE, CYNTHIA ADAEZE (2025) INFLUENCE OF AI TOOLS ON THE ENHANCEMENT OF WRITTEN ENGLISH PROFICIENCY AMONG FIRST-YEAR ARTS UNDERGRADUATES AT GODFREY OKOYE UNIVERSITY, ENUGU STATE. Other thesis, GODFREY OKOYE UNIVERSITY, ENUGU.

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Abstract

This study investigates the influence of artificial intelligence (AI) tools on the enhancement of written English proficiency among first-year undergraduates in the Faculty of Arts at Godfrey Okoye University, Enugu, Nigeria. It aims to examine the extent of AI tool usage, assess their effectiveness in enhancing writing quality, and identify the challenges students face when using these tools. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study explores how students integrate content knowledge, writing strategies, and digital tools such as ChatGPT, Grammarly, and Quillbot to improve their academic writing. Using a descriptive survey design, data were collected from a census of 36 students through structured questionnaires and analyzed using descriptive statistics and thematic content analysis. Findings reveal that AI tools play a significant role in supporting grammar correction, vocabulary enhancement, essay structuring, and overall writing confidence. A high percentage of students reported improved clarity, reduced errors, and greater autonomy in revising their work. However, the study also uncovered critical challenges including limited infrastructure, digital illiteracy, confusing AI feedback, and the lack of culturally contextualized AI tools suited to Nigerian academic norms. Students recommended training programs, curriculum integration, improved digital infrastructure, and the development of localized AI platforms to optimize AI-supported writing. The study concludes that while AI tools have transformative potential in enhancing written English proficiency, their success depends on reflective use, digital competence, and institutional support. It recommends a blended pedagogical approach that combines AI technology with teacher-led instruction to ensure sustainable and contextually relevant language development for Nigerian undergraduates.

Item Type: Thesis (Other)
Subjects: P Language and Literature > PE English
Depositing User: Uchenna Eneogwe
Date Deposited: 03 Jul 2026 12:47
Last Modified: 03 Jul 2026 12:47
URI: http://eprints.gouni.edu.ng/id/eprint/5874

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