AI and writing competences transforming classroom practices and students’ performance

Abstract

Writing is central to learning, communication, and school success, yet difficulties identified in national tests (IAVE, 2024) compromise these goals. Guided by the question “How can AI contribute to learning to write?”, we sought to analyze not only the potential benefits of AI technology on student performance in a 5th grade class in Portugal, but also its impact on motivation. Two main objectives were set: (i) to assess students’ knowledge of the stages of the writing process - planning, text production and revision (Flower & Hayes, 1981); and (ii) to analyze the effect of AI on learning to write, exploring qualitative and motivational improvements. Using a Design Based Research (DBR) approach (Mazzardo et al., 2016), the intervention combined a writing script and the Magic School platform. Results showed that students struggled with textual planning and were unfamiliar with the structured writing process. However, AI increased engagement and improved text quality, demonstrating its potential to transform teaching and enhance writing instruction.