Developing EFL Writing Fluency Through Gamified AI Tools among Preparatory Stage Students: An Empirical Study

This study investigates the effectiveness of a gamified Artificial Intelligence (AI)-based instructional program in enhancing English as a Foreign Language (EFL) writing fluency among preparatory stage students in Egypt. Addressing a critical gap in EFL pedagogy, the study conceptualizes writing fluency as a multidimensional construct encompassing idea generation, organization, coherence, lexical access, and text continuity. A mixed-method, quasi-experimental pretest–posttest control group design was employed with 60 intermediate-level students divided into experimental and control groups. The experimental group received instruction through a structured, gamified AI-supported program integrating tools such as conversational agents, automated feedback systems, and immersive learning environments, while the control group followed traditional instructional practices. Quantitative data from writing fluency tests were analyzed using paired- and independent-samples t-tests, revealing statistically significant improvements in overall writing fluency and its sub-skills in favor of the experimental group, with large effect sizes (η² = 0.359). Qualitative analysis of students’ written productions and interaction logs further demonstrated substantial development in text smoothness, organization, and reflective writing, supported by AI-mediated scaffolding and sustained practice. The findings indicate that gamified AI tools, when pedagogically integrated, can effectively reduce cognitive load, enhance learner engagement, and promote continuous written production. The study contributes to the growing body of AI in language education by foregrounding writing fluency as a central outcome and offering a context-sensitive model for technology-enhanced EFL instruction in school settings. Implications for pedagogy, theory, and future research are discussed.

artificial intelligence in education; Egypt; EFL

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