ArticleFrontiers in artificial intelligence2026
Integrating DeepL Write and Claude AI to enhance argumentative writing competence of engineering students in India.
Article in Frontiers in artificial intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Artificial intelligence (AI) tools are increasingly applied to support second language writing. However, empirical research examining their potential to enhance the argumentative writing skills of STEM engineering students, particularly in the English as a Second Language (ESL) context in India, remains limited and requires more exploration. Method: This study employed a quasi-experimental mixed-method design to investigate the effectiveness of two AI tools, DeepL Write and Claude AI, in improving argumentative writing among 40 first-year engineering students at a private university in Chennai, India. The Toulmin model of argumentation-based rubric was used to analyse the argumentative essays written by participants before and after the intervention using the AI tools. In the quantitative phase, paired-sample t-test and one-way ANOVA were employed to analyse differences in the pre-test and post-test essay scores. These results were further explained through comparative analysis of the essay scripts (n = 40) and thematic coding of participants' semi-structured interview data (n = 23) in the qualitative phase. Results: The quantitative results demonstrate significant improvement in the AW skills of the participants ( Discussion: The findings indicate the pedagogical potential of integrating DeepL Write and Claude AI to improve argumentative writing skills of Indian ESL Engineering students. The findings also highlight the effectiveness of AI tools in improving linguistic features in students' writing. By fostering responsible and informed use of digital technology in education, this study aligns with the Sustainable Development Goal (SDG) 4 (Quality Education).
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