The Influence of AI-Assisted Writing Tool on Writing Skills and Learning Motivation of Information Systems Students

Abstract

This study investigates the influence of an AI-assisted writing tool on the writing skills and learning motivation of students in the Informatics Engineering and Information Systems programs. English courses in technology-related departments require students to develop writing competence for reports, documentation, and project-based tasks, making the integration of artificial intelligence tools highly relevant. This research employed an experimental design involving experimental and control groups, using pre-test, post-test, and motivation questionnaires as research instruments. The experimental group received writing instruction supported by an AI-assisted writing tool, while the control group was taught using conventional instructional methods. The results showed a significant improvement in students’ writing skills, with the mean score increasing from 45.55 in the pre-test to 80.00 in the post-test. The prerequisite tests indicated that the data were normally and homogeneously distributed. Hypothesis testing revealed that the t-count value (12.0859) was higher than the t-table value (1.667), indicating a statistically significant difference between the two groups. In addition, the motivation questionnaire results demonstrated high levels of self-efficacy (80%), self-regulation (82%), and enjoyment in writing (83%) among students in the experimental group. These findings suggest that the use of an AI-assisted writing tool effectively enhances students’ writing skills and learning motivation in English instruction for and Information Systems programs