Reducing morphosyntactic errors of students’ English writing through AIpowered language learning tools
DOI:
https://doi.org/10.22219/englie.v7i1.43264Keywords:
Reducing, Morphosyntactic Errors, English Writing, AI-Powered Language Learning ToolsAbstract
Morphosyntactic errors persist as a challenge for English as a Foreign Language (EFL) students, particularly in academic writing purposes in the English Department of UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan or called also known as UIN SYAHADA Padangsidimpuan. The errors are including incorrect verb tense usage, subject–verb disagreement, and misapplication of word order, can significantly hinder clarity and communicative effectiveness. This study aims to investigate the effectiveness of AI-powered language learning tools in reducing morphosyntactic errors in English writing. The research applies a quasi-experimental design involving Indonesian university students enrolled in an advanced writing course of Semester VII. Participants in the experimental group received targeted feedback generated by AI tools integrated with morphosyntactic analysis, while the control group received conventional teacher feedback. Pre-test and post-test writing tasks were analysed using a morphosyntactic error taxonomy to measure improvement. Results indicate that AI-assisted feedback not only reduces the frequency of morphosyntactic errors but also develops students’ awareness of grammatical accuracy. The researcher got the findings, which suggest that integrating AI-powered tools into EFL writing instruction can serve as an effective supplement to traditional feedback methods, offering personalized, immediate, and consistent error correction. Implications for language pedagogy and further research are discussed.
Downloads
References
Abuhussein, H. F., & Badah, A. (2025). The role of AI-based writing tools on L2 writing competency: Evidence from Palestinian EFL learners. Dirasat: Human and Social Sciences, 52(5), 6566. https://doi.org/10.35516/hum.v52i5.6566
Ananda, Z. F., Syukriady, D., Room, R., Fitriyanti, L., Kurniadi, P., & Uktolseja, L. J. (2025). The syntax-morphology interface: How word structure influences sentence construction. EDU RESEARCH, 6(1). 653-661. https://doi.org/10.47827/jer.v6i1.575
Andresen, S. L. (2002). John McCarthy: father of AI. IEEE Intelligent Systems, 17(5), 84–85. https://doi.org/10.1109/MIS.2002.1039837
Aqsa, Y. (2023). Morphosyntactic study of Urdu ESL learners: A derivation by interface. Ournal of Studies in Language, Culture and Society (JSLCS), 6(2). https://asjp.cerist.dz/en/article/239075
Azennoud, A. (2024). Enhancing writing accuracy and complexity through AI-assisted tools among Moroccan EFL university learners. International Journal of Linguistics and Translation Studies, 5(4), 211–226. https://doi.org/10.36892/ijlts.v5i4.529
Biber, D., Gray, B., Staples, S., & Egbert, J. (2020). Investigating grammatical complexity in L2 English writing research: Linguistic description versus predictive measurement. Journal of English for Academic Purposes, 46, 100869. https://doi.org/10.1016/j.jeap.2020.100869
Bryant, C., Yuan, Z., Qorib, M. R., Cao, H., Ng, H. T., & Briscoe, T. (2023). Grammatical error correction: a survey of the state of the art. Computational Linguistics, 1–59. https://doi.org/10.1162/coli_a_00478
Dasam, S., Goriparthi, P., Manchanda, M., Nowbattula, P. K., Subhashini, R., & M, P. V. (2024). Enhancing writing skills with AI: personalized feedback mechanisms for English learners. 2024 International Conference on Artificial Intelligence and Quantum Computation-Based Sensor Application (ICAIQSA), 1–6. https://doi.org/10.1109/ICAIQSA64000.2024.10882253
Daud, A., Aulia, A. F., Muryanti, M., Harfal, Z., Nabilla, O., & Ali, H. S. (2025). Integrating artificial intelligence into English language teaching: A systematic review. European Journal of Educational Research, 14(2), 677–691. https://doi.org/10.12973/eu-jer.14.2.677
Dekhakhena, A. (2025). AI-Powered Personalized Learning in EFL Acquisition: Exploring Adaptive Instruction and Feedback Systems. Journal of Studies in Language, Culture, and Society (JSLCS)., 8(1). 111-131. https://asjp.cerist.dz/en/article/266936
Dong, Y. (2023). Revolutionizing academic English writing through AI-powered pedagogy: practical exploration of teaching process and assessment. Journal of Higher Education Research, 4(2), 52-57. https://doi.org/10.32629/jher.v4i2.1188
Dulay, H. C., Burt, M. K., & Krashen, S. D. (1982). Language two. Oxford University Press.
Ferris, D. (2019). Treatment of error in second language student writing (2nd ed.). University of Michigan Press/ELT. https://doi.org/10.3998/mpub.2173290
Firdaus, F. A., Inayati, N., & Khoiriyah, K. (2024). The Students’ perception towards the implementation of online classroom interaction in ESP class. Jurnal Pendidikan Progresif, 14(2), 834-848.
Fitria, T. N. (2024). Creative writing skills in English: Developing student’s potential and creativity. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(1), 1–17. https://doi.org/10.37304/ebony.v4i1.10908
Ghafar, Z. N., & Mohamedamin, A. A. (2022). Writing in English as a foreign language: How literary reading helps students improve their writing skills: a descriptive study. Canadian Journal of Educational and Social Studies, 2(6). 61-70. https://doi.org/10.53103/cjess.v2i6.81
Ghannam, M. H., Alwan, A., Shamsan, B. T., Abdullah, A., Ameen, E., Hassan, A., Faez, M., Hatem, A., & Rashed, B. A. (2025). Investigating of AI tools’ enhancement on the English writing skills among non-native speakers. Journal of Social Studies, 31(3), 105–125. https://doi.org/10.20428/jss.v31i3.2731
Guo, K., & Li, D. (2024). Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study. System, 124, 103362. https://doi.org/10.1016/j.system.2024.103362
Harahap, A. N. A., Nurlela, N., & Mono, U. (2021). Morphosyntactical errors in students’ recount text. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(2), 2840–2845. https://doi.org/10.33258/birci.v4i2.1993
Huang, A. Y. Q., Lu, O. H. T., & Yang, S. J. H. (2023). Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers & Education, 194, 104684. https://doi.org/10.1016/j.compedu.2022.104684
Ismoilovna, A. D. (2025). Harnessing AI tools to enhance foreign language acquisition: Innovations and impacts. American Journal of Social Sciences and Humanity Research, 5(1), 22–25. https://doi.org/10.37547/ajsshr/Volume05Issue01-07
James, C. (1998). Errors in language learning and use: Exploring error analysis. Routledge. https://doi.org/10.4324/9781315842912
Jegede, O. O. (2024). Artificial intelligence and english language learning: Exploring the roles of ai-driven tools in personalizing learning and providing instant feedback. Universal Library of Languages and Literatures, 01(02), 06–19. https://doi.org/10.70315/uloap.ullli.2024.0102002
Jia, F., Sun, D., Ma, Q., & Looi, C.-K. (2022). Developing an AI-based learning system for L2 learners’ authentic and ubiquitous learning in English language. Sustainability, 14(23), 15527. https://doi.org/10.3390/su142315527
Khoiriyah, K., Roy, S., & Hasan, M. K. (2025). Exploring the implementation of online learning at medical-CLIL classes: EFL students’ satisfaction. Journal of Education and E-Learning Research, 12(4), 588–598. https://doi.org/10.20448/jeelr.v12i4.7798
Kurt, G., & Kurt, Y. (2024). Enhancing L2 writing skills: Chatgpt as an automated feedback tool. Journal of Information Technology Education: Research, 23, 1024. https://doi.org/10.28945/5370
Larsen-Freeman, D. (2020). Complexity theory: relational systems in interaction and in interlocutor differences in second language development. In L. Gurzynski-Weiss (Ed.), language learning & Language Teaching (Vol. 53, pp. 189–208). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.53.08lar
Llausas, S. M., Ruiz, E., Ayucan, S. M., & Evardo Jr., O. J. (2024). A systematic literature review on the use of grammarly in improving the writing skills of ESL/EFL students. International Journal of Multidisciplinary: Applied Business and Education Research, 5(9), 3507–3516. https://doi.org/10.11594/ijmaber.05.09.10
Lo, N., Wong, A., & Chan, S. (2025). The impact of generative AI on essay revisions and student engagement. Computers and Education Open, 9, 100249. https://doi.org/10.1016/j.caeo.2025.100249
Losi, R. V., Putra, E. P., Ali, N., & Dewi, A. S. (2024). Using artificial intelligence (AI) to improve EFL students’ writing skill. International Journal of English and Applied Linguistics (IJEAL), 4(1), 62–70. https://doi.org/10.47709/ijeal.v4i1.3694
Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 1-18. https://doi.org/10.1186/s40561-024-00295-9
Marzuki, Widiati, U., Rusdin, D., Darwin, & 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
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020). The effect of feedback on metacognition - A randomized experiment using polling technology. Computers & Education, 152, 103885. https://doi.org/10.1016/j.compedu.2020.103885
Mukarromah, I. (2020). A morphosyntactical analysis of university students’ writing: Indonesian case. E-Journal of Linguistics, 14(1), 33-43. https://doi.org/10.24843/e-jl.2020.v14.i01.p04
Munthe, M. V. R., Syarif, A. R., Tahir, I., Sofa, M., Sain, Y., Umam, A. H., & Astafi, R. (2024). Syntactic-structure. Get press Indonesia.
Mushthoza, D. A., Syariatin, N., Tahalele, O., Telussa, S. I., Ramasita, & Mokodenseho, S. (2023). Analyzing the impact of artificial intelligence (AI) on the future of English language teaching and learning. Journal on Education, 6(1), 1549–1557. https://doi.org/10.31004/joe.v6i1.3115
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Northcott, J., Gillies, P., & Caulton, D. (2016). What postgraduates appreciate in online tutor feedback on academic writing. Journal of Academic Writing, 6(1), 145–161. https://doi.org/10.18552/joaw.v6i1.268
Purinanda, F. H., & Sutrisno, A. (2022). Morphosyntax errors in undergraduate research articles from English education department. English Education:Journal of English Teaching and Research, 7(1), 67–79. https://doi.org/10.29407/jetar.v7i1.17862
Purnamasari, D., Hidayat, D. N., & Kurniawati, L. (2021). An analysis of students’ writing skill on English descriptive text. English education. English Education: Jurnal Tadris Bahasa Inggris, 14(1), 101–114. https://doi.org/10.24042/ee-jtbi.v14i1.7943
Putri, W. (2023). Common errors in composing an academic writing: a descriptive qualitative study in higher education setting. JEPAL (Journal of English Pedagogy and Applied Linguistics), 4(1), 1–11. https://doi.org/10.32627/jepal.v4i1.730
Qassrawi, R., & Al Karasneh, S. M. (2025). Redefinition of human-centric skills in language education in the AI-driven era. Studies in English Language and Education, 12(1), 1–19. https://doi.org/10.24815/siele.v12i1.43082
Selim, A. S. M. (2024). The transformative impact of AI-powered tools on academic writing: Perspectives of EFL university students. International Journal of English Linguistics, 14(1), 14-29. https://doi.org/10.5539/ijel.v14n1p14
Shen, C., Guo, J., Shi, P., Qu, S., & Tian, J. (2023). A corpus-based comparison of syntactic complexity in academic writing of L1 and L2 English students across years and disciplines. PLOS ONE, 18(10), e0292688. https://doi.org/10.1371/journal.pone.0292688
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, 1260843. 1-14. https://doi.org/10.3389/fpsyg.2023.1260843
Umarlebbe, J. H., Said, S., & Shamsudin, S. (2024). Exploring morpho-syntactic errors in English compositions by university ESL learners. Research Square, 1–22. https://doi.org/10.21203/rs.3.rs-3836056/v1
Wahyuni, S. S. (2017). Analysis on negative transfer of “Indonesian” as “SL” into “English” as “FL.” Jurnal Pendidikan Dan Pembelajaran Khatulistiwa (JPPK), 6(9), 1–9. https://doi.org/10.26418/jppk.v6i9.21637
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-16. https://doi.org/10.1186/s40862-020-00108-9
Wang, Y. (2025). Reducing anxiety, promoting enjoyment and enhancing overall English proficiency: The impact of AI‐assisted language learning in Chinese EFL contexts. British Educational Research Journal. https://doi.org/10.1002/berj.4187
Wang, Y., Wu, J., Chen, F., Wang, Z., Li, J., & Wang, L. (2024). Empirical assessment of AI-powered tools for vocabulary acquisition in EFL instruction. IEEE Access, 12, 131892–131905. https://doi.org/10.1109/ACCESS.2024.3446657
Xu, X., Song, X., Lin, L., Pan, N., Jin, Y., Tan, S., Cao, M., Chen, Y., Zhao, J., Su, X., Yang, K., Jing, J., & Li, X. (2024). White matter substrates underlying morphological awareness deficit in Chinese children with developmental dyslexia. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 134, 111083. https://doi.org/10.1016/j.pnpbp.2024.111083
Yeh, H.-C. (2025). The synergy of generative AI and inquiry-based learning: transforming the landscape of English teaching and learning. Interactive Learning Environments, 33(1), 88–102. https://doi.org/10.1080/10494820.2024.2335491
Zhang, Y., & Cui, J. (2023). The relationship between syntactic complexity and rhetorical stages in L2 learners’ texts: A comparative analysis. English for Specific Purposes, 72, 51–64. https://doi.org/10.1016/j.esp.2023.08.003
Zhao, D. (2025). The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 30(6), 8055–8086. https://doi.org/10.1007/s10639-024-13145-5
Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English writing: Introducing wordtune as a digital writing assistant for EFL writers. RELC Journal, 54(3), 890–894. https://doi.org/10.1177/00336882221094089
Zimmerman, B. J. (2000). Attaining self-regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Siregar, et al
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with English Learning Innovation (englie) agree to the following terms:
- For all articles published in English Learning Innovation (englie), copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
