Journal of Educational Innovations

Journal of Educational Innovations

Enhancing Students’ Writing Skills through Artificial Intelligence: An Action Research Study

Document Type : Original Article

Author
PhD Student in Educational Technology, Department of Education, Faculty of Humanities, Tarbiat Modares University, Tehran
10.22034/jei.2026.511954.3171
Abstract
This study aimed to examine the role of artificial intelligence (AI) in improving the teaching and learning of writing skills among sixth-grade elementary students. This study was conducted using the action research method, within the framework of the “planning, acting, observing, and reflecting” cycle. In the planning phase, data were collected and analyzed through content analysis of students’ written productions to gain an in-depth understanding of the problem and to design appropriate solutions. In the quantitative phase, data were gathered using pre- and post-tests and analyzed through descriptive and inferential statistical methods (paired t-test). Within the action research framework, two primary strategies were implemented in the educational intervention: (1) providing AI-generated three-stage feedback on students’ written work, and (2) employing AI-generated images to strengthen students’ descriptive writing skills. The findings revealed that the AI-based intervention had a significant positive effect on improving students’ writing abilities. Personalized and precise feedback from AI enabled students to identify and revise the strengths and weaknesses in their writing. Furthermore, the use of AI-generated images enhanced students’ attention to detail and accuracy in describing images. Additionally, results from semi-structured interviews indicated that students found working with AI engaging and motivating. Nevertheless, challenges were also identified in using AI for teaching writing, including its limited capacity to analyze emotions, the necessity for teachers to master technological tools, and the time-consuming nature of AI-based instruction.
Keywords
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Articles in Press, Accepted Manuscript
Available Online from 23 May 2026

  • Receive Date 11 March 2025
  • Revise Date 17 October 2025
  • Accept Date 23 May 2026