Enhancing Primary ESL Writing Through Artificial Intelligence: The Use of Quillbot as an AI-Assisted Writing Tool

Abstract

Primary school learners of English as a Second Language (ESL) often face challenges in developing writing proficiency due to limited linguistic resources and insufficient opportunities for feedback. Although artificial intelligence (AI)-assisted writing tools have gained attention for their potential to support language learning, empirical research on their use among young ESL learners remains limited. This study investigates the effectiveness of enhancing primary ESL writing through artificial intelligence, specifically through the integration of QuillBot as an AI-assisted writing tool, in a Malaysian primary classroom. Using a mixed-methods design, the study involved 30 Year 5 pupils who participated in a six-week AI-supported writing intervention. Quantitative data were collected through CEFR-aligned pre- and post-writing assessments measuring grammar accuracy, vocabulary use, and writing fluency, alongside a structured questionnaire examining pupils’ perceptions. Qualitative data were obtained from semi-structured interviews with experienced ESL educators to gain instructional insights and professional perspectives on AI integration. Findings indicate meaningful improvements across all assessed writing components, demonstrating the positive impact of AI-assisted support on pupils’ writing performance. Pupils also reported increased confidence and motivation towards writing. Educators highlighted QuillBot’s value in providing timely formative feedback and promoting learner autonomy.