An Empirical Study on the Enhancement of English Writing Skills Among Art Major Students Through Artificial Intelligence Technology

Abstract

The integration of artificial intelligence (AI) into education has revolutionized language learning, particularly in the domain of English writing. This study examines the efficacy of AI-powered writing tools in improving the English writing proficiency of art major students—a demographic often challenged by linguistic demands due to their predominant focus on visual and creative disciplines. Utilizing a mixed-methods design, the research combines quantitative assessments of writing performance with qualitative insights from student feedback. A cohort of 60 art undergraduates was divided into an experimental group, which engaged with AI-based writing assistants (Grammarly and ChatGPT), and a control group, which followed traditional instruction methods. Pre- and post-test analyses revealed that AI intervention led to statistically significant improvements in grammatical accuracy (p <0.01, Cohen’s d = 0.82), lexical diversity (p <0.01, Cohen’s d =0.75), and overall coherence (p <0.05, Cohen’s d = 0.68). Qualitative data from surveys and interviews indicated that students experienced heightened confidence, reduced writing anxiety, and increased motivation. These findings underscore the potential of AI as a transformative tool in English writing instruction for art students, offering personalized, real-time feedback that traditional methods often lack.

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