AI-ENHANCED VOCABULARY TOOLS AND THEIR IMPACT ON ACADEMIC WRITING DEVELOPMENT AMONG EFL COLLEGE STUDENTS

Abstract

This research paper examines how AI vocabulary tools affect the academic writing skills of EFL college students. The research design combines quantitative and qualitative methods to evaluate writing assessment results, vocabulary quiz outcomes, and student feedback before and after the intervention. The intervention employs adaptive AI systems which provide immediate lexical suggestions and domain-specific customization combined with metalinguistic explanations for authentic coursework and self-directed learning activities. The research shows significant progress in three main areas, which cover both lexical variety and exact word choice, cohesive structure, and student engagement through customized tools and teamwork capabilities. Research indicates that students need AI tools together with human instructor guidance to develop critical thinking skills while avoiding excessive dependence on technology. The study examines three main obstacles to digital transformation, which consist of digital literacy deficits, unbalanced technology and digital resource availability, and ethical problems that need ongoing support and proper regulatory frameworks. The study reveals implications for curriculum development, which supports the use of AI-enhanced language learning tools throughout language skills and subject areas, while identifying research directions for studying AI tool retention, scalability, and cultural adaptability.