The Effect of AI-Enhanced Grammar Instruction on EFL University Students’ Achievement, Attitudes, and Perceptions
DOI:
https://doi.org/10.61704/pr.616Keywords:
Grammar, Computer-Assisted Language Learning, AI-Enhanced Materials, Perceptions, AttitudesAbstract
This quasi-experimental study investigated the effect of instructor-curated generative AI-enhanced grammar instruction on EFL university students’ grammar achievement, attitudes, and perceptions in a textbook-based tertiary context. Participants were 60 third-year EFL students at the University of Mosul (experimental n = 30; control n = 30) enrolled in a compulsory grammar course. Both intact classes received the same instructional time, unit sequence, and teacher-led instruction. The experimental group was taught with simplified explanations, contextualized examples, and practice materials generated via Gemini AI tool and subsequently reviewed, edited, and aligned with the mandated textbook by the instructor, whereas the control group received textbook-based explanations and examples. Baseline equivalence was established for gender, age, a general grammar screening test, and pre-attitudes. Outcomes were measured using a unit-based grammar achievement test, a pre-post attitudes questionnaire, and perceptions questionnaire. The experimental group outperformed the control group on grammar achievement (M=34.26 vs 25.44; d=0.98; p<.001), reported more positive perceptions (M=88.35 vs 62.91; d=1.81; p<.001), and showed larger attitude gains (ΔM=27.59 vs 5.88; d=2.42; p<.001). The findings suggest that generative AI can enhance tertiary EFL grammar learning when used as an instructor-mediated materials-development tool within a teacher-led, curriculum-aligned instruction.
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