Forum for Linguistic Studies 2024, 6(2), 1177. https://doi.org/10.59400/fls.v6i2.1177 1 Article Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives Mohammed Al-Raimi 1 , Badri Abdulhakim Mudhsh 2,* , Yasir Al-Yafaei 2 , Salim Al-Maashani 2 1 General Requirements Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman 2 English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah 211, Sultanate of Oman * Corresponding author: Badri Abdulhakim Mudhsh, badri.mudhsh@utas.edu.om Abstract: The way that language is learned now needs to be innovative and creative due to changes in educational demands as a result of the unprecedented advancement in technology. Since artificial intelligence (AI) has become an integral part of education to support everyday tasks like teaching and learning languages, this study inspects the Omani EFL learners ’ perceptions and practices towards utilizing artificial intelligence tools for enhancing their writing skills. To answer the research questions, a number of 61 students from the General Requirements Unit at the Preparatory Studies Centre, University of Technology and Applied Sciences, Salalah, Sultanate of Oman, answered a 5-point Likert questionnaire. After analyzing the collected data statistically using SPSS (0.26), the results showed that Omani EFL students have positive perceptions towards utilizing artificial intelligence writing tools. The findings showed that translating words, phrases, and sentences is where Omani EFL students most frequently use AI tools. In order to verify spelling and grammar, they also employ AI techniques. The participants also report using AI writing tools to generate ideas for their writing and to assist them in composing essays and paragraphs. Findings showed that there were no significant differences between male and female students, and there was no correlation concerning the students’ perceptions and practices in utilizing AI tools. The study’s recommendations and implications were presented in accordance with this. Keywords: AI tools; artificial intelligence (AI); Omani EFL learners; tools; writing skills 1. Introduction Over the past three decades, the EFL classroom has undergone significant transformations, transitioning from traditional methods to contemporary approaches incorporating various technological advancements (see, for instance, Al-Maashani and Mudhsh, 2023; Al-Yafaei and Mudhsh, 2023; Cancino and Panes, 2021). The quick and unprecedented breakthroughs in technology and the internet have led to the emergence of artificial intelligence (AI), which has had a significant impact on several aspects of human life, particularly in the field of education. The widespread integration of technology in education is revolutionizing pedagogical practices and knowledge acquisition. Adams and Chuah (2022) affirmed that the rise of AI technology has sparked a significant interest among educational technologists in its integration into teaching and learning. Mushthoza et al. (2023) suggested that AI can improve English teaching and learning by offering personalized instruction, immediate feedback, curating educational resources, automating language assessments, and providing translation services. AI-powered tools can also provide data-driven insights, enhancing fluency, accuracy, and self-correction. Silva and Janes (2020) provided a comprehensive analysis of the various impacts of AI on education, highlighting its CITATION Al-Raimi M, Mudhsh BA, Al-Yafaei Y, Al-Maashani S. (2024). Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives. Forum for Linguistic Studies. 6(2): 1177. https://doi.org/10.59400/fls.v6i2.1177 ARTICLE INFO Received: 11 January 2024 Accepted: 5 February 2024 Available online: 20 March 2024 COPYRIGHT Copyright © 2024 author(s). Forum for Linguistic Studies is published by Academic Publishing Pte. Ltd. This work is licensed under the Creative Commons Attribution (CC BY) license. https://creativecommons.org/licenses/ by/4.0/