# Approaching the Limits to EFL Writing Enhancement with AI-generated Text and Diverse Learners

arXiv: https://arxiv.org/abs/2503.00367 · HTML: https://mlsanity.com/paper/2503.00367/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 0 of its 4 references that are in the map.
- First posted on arXiv 1 Mar 2025.

## Built on by (most cited first, 1 of 1)

- [The Crutch or the Ceiling? How Different Generations of LLMs Shape EFL Student Writings](https://mlsanity.com/paper/2604.15460/) (2026)

## Abstract (arXiv)

Generative artificial intelligence (AI) chatbots, such as ChatGPT, are reshaping how English as a foreign language (EFL) students write since students can compose texts by integrating their own words with AI-generated text. This study investigated how 59 Hong Kong secondary school students with varying levels of academic achievement interacted with AI-generated text to compose a feature article, exploring whether any interaction patterns benefited the overall quality of the article. Through content analysis, multiple linear regression and cluster analysis, we found the overall number of words -- whether AI- or human-generated -- is the main predictor of writing quality. However, the impact varies by students' competence to write independently, for instance, by using their own words accurately and coherently to compose a text, and to follow specific interaction patterns with AI-generated text. Therefore, although composing texts with human words and AI-generated text may become prevalent in EFL writing classrooms, without educators' careful attention to EFL writing pedagogy and AI literacy, high-achieving students stand to benefit more from using AI-generated text than low-achieving students.