"The Impact of AI on Students' Achievements of Writing Skills and Creative Thinking as Perceived by Arab English Language Teachers in Haifa District"

Abstract

Abstract This research aimed to investigate the impact of the Grammarly AI writing application on the writing skills of English language learners (ELLs) and to present the views of English teachers regarding the use of AI assistance in promoting creative thinking. The research employed a mixed-methods approach, involving a quasi-experimental pre-post-test design with a questionnaire and semi-structured interviews. The population was 60 high-achieving 10th and 11th-grade students and 92 secondary school English teachers in the Haifa District. The findings were statistically significant in terms of the students' writing skills after using Grammarly, with differences observed based on gender, grade level, and English proficiency level. Teachers generally acknowledged the benefits of AI in improving technical writing, particularly in the phases of brainstorming and idea generation, but offered mixed views regarding its impact on creativity. Some teachers perceived it as an alternative to originality, while others expressed concern about potential overdependence. The study recommends expanding access to AI in schools, offering teacher training, and incorporating AI-supported writing tasks into English curricula to enhance writing outcomes and promote learner autonomy. The study provides a foundation for future scholarly publications in applied linguistics and educational technology.