The Impact of LuzIA on Academic Writing in English as Foreign Language Learners
DOI:
https://doi.org/10.69639/arandu.v13i3.2485Palabras clave:
LuzIA, EFL academic writing, GPT conversational AI, writing anxiety, learner autonomyResumen
Academic writing is one of the most difficult skills for English as a Foreign Language (EFL) learners to develop because it requires not only linguistic competence but also the ability to organize ideas and achieve coherence. This challenge is particularly relevant in multilingual environments, where learners must manage these demands simultaneously. This study analyzes the influence of LuzIA, a GPT-powered conversational artificial intelligence assistant integrated into WhatsApp, on academic writing, writing anxiety, and learner autonomy among EFL students at a bilingual secondary school in Ecuador. A sequential explanatory mixed-methods design was employed with 145 students from six intact classroom cohorts in Grades 8–12, whose expected English proficiency ranged from CEFR B2 to C1 according to their curricular placement. LuzIA was used for 12 weeks as a writing support tool in three English courses within the curriculum. Writing performance was assessed using the analytic rubric developed by Jacobs et al. (1981), which includes the higher-order components of Content and Organization and the lower-order components of Vocabulary, Grammar, and Mechanics. Writing anxiety (SLWAI), learner autonomy, and the Technology Acceptance Model (TAM) were also assessed through an 18-item questionnaire.
Descargas
Citas
Ayala-Pazmiño, M. F., & Alvarado-Lucas, K. I. (2023). Integración de la inteligencia artificial en la educación del idioma inglés en Ecuador: Un camino para mejorar los resultados del aprendizaje. 593 Digital Publisher CEIT, 8(3-1), 679–687. https://doi.org/10.33386/593dp.2023.3-1.1862
Behforouz, B., & Al Ghaithi, A. (2024). The impact of using interactive chatbots on self-directed learning. Studies in Self-Access Learning Journal, 15(3), 317–344. https://doi.org/10.37237/150302
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Ghafar, Z. N., & Raheem, B. R. (2025). Understanding EFL learners’ academic writing problems and the benefits of artificial intelligence tools: A descriptive review. Journal of Language and Pragmatics Studies, 4(3), 187–193. https://doi.org/10.58881/jlps.v4i3.141
Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.
Isabella, P., Ferdiyanto, F., & Zainuddin, Z. (2026). Implementation of Dola Artificial Intelligence as a learning tool to improve students’ English speaking skills. Journal of English Language and Education, 11(2), 640–650. https://doi.org/10.31004/jele.v11i2.2264
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
LuzIA. (n.d.-a). LuzIA: Your intelligent assistant at a click. https://www.luzia.com/en
LuzIA. (n.d.-b). Help: Frequently asked questions. https://www.luzia.com/ayuda
Maforah, N., & Leburu-Masigo, G. (2018). Application of the mixed methods research using sequential explanatory design. In ICERI2018 Proceedings (pp. 9710–9715). IATED. https://doi.org/10.21125/iceri.2018.0797
Marzuki, M., Widiati, U., Rusdin, D., Darwin, D., & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). McGraw-Hill.
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. https://doi.org/10.1111/lang.12079
Sanchez, H. S. (2024). Teacher-written feedback in L2 writing education: Insights into student tensions and responses. Feedback Research in Second Language, 2, 58–80. https://doi.org/10.32038/frsl.2024.02.04
Siagian, L. P., Kharisma, A. J., & Syahputri, D. (2026). Mitigating EFL speaking anxiety with Dola AI: Enhancing oral proficiency. Journal of Social, Humanity, and Education, 6(2), 255–266. https://doi.org/10.35912/jshe.v6i2.3926
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Tsai, C.-Y., Lin, Y.-T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies, 29(17), 22427–22445. https://doi.org/10.1007/s10639-024-12722-y
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Eleyvi Castellón Vladés, Jaime David Sáenz Herdoiza , Josué Reinaldo Bonilla Tenesaca, Jacqueline Elizabeth Lopéz Lopéz
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
