Pedagogically Mediated AI Use in Higher Education for Business-Oriented EFL Writing Performance and Student Experience

Abstract

Aim. Despite growing interest in AI-assisted writing, empirical research rarelyexamines how pedagogically mediated AI use shapes both learning outcomes and studentexperience in business-oriented EFL writing within higher education. Thus, this studyinvestigates the design and implementation of an AI-mediated writing pedagogy in highereducation, focusing on its impact on students’ academic performance and learning experience.Five artificial intelligence (AI) tools, encompassing ChatGPT, Copy.ai, Invideo.ai,Unsplash.ai, and Quillbot, were purposefully integrated into a business-oriented CreativeEnglish Writing course for Thai undergraduate EFL students.Methods. Adopting a convergent parallel mixed-methods design, the study collectedquantitative data (pre- and post-writing tests, surveys, and formative assessments) andqualitative data (open-ended reflective responses) from 21 participants over a 16-weekintervention.Results. Quantitative findings revealed a statistically significant improvement increative writing performance (��̄ = 13.57 to ��̄ = 20.76, p < .001, d = 3.06), alongsideconsistently high levels of motivation, enjoyment, engagement, and reduced writing anxiety.Although affective variables did not directly predict writing scores, qualitative analysisindicated that AI-mediated feedback and multimodal support enhanced students’ confidence,creativity, and willingness to revise their work. Temporary differences related to device useemerged at mid-course, whereas no gender-based differences were observed.Conclusions. This study demonstrates that the deliberate integration of AI tools,including ChatGPT, Copy.ai, Invideo.ai, Unsplash.ai, and Quillbot.com, into a business-oriented creative writing course can substantially enhance Thai EFL students’ writingperformance, engagement, and affective learning, while also fostering greater autonomy andcreativity.