Impact of AI-Enhanced Social Media Platforms on the English Writing Proficiency of (ESL) Students

Abstract

Artificial Intelligence (AI) has rapidly transformed language education by providing intelligent writing support, personalized feedback, and interactive learning opportunities. At the same time, AI-enhanced social media platforms have emerged as innovative environments where English as a Second Language (ESL) students can practice writing through authentic communication and collaboration. Despite their growing use in education, limited empirical evidence exists regarding their effectiveness in improving English writing proficiency. This study aims to investigate the impact of AI-enhanced social media platforms on ESL students' English writing proficiency. Specifically, it examines their influence on grammar, vocabulary, coherence, cohesion, organization, content development, and writing fluency while exploring students' perceptions and experiences. A mixed-methods research design was employed, combining writing assessments, questionnaires, and semi-structured interviews to collect quantitative and qualitative data. Statistical analysis and thematic analysis were used to interpret the findings. The study was expected to provide empirical evidence on the pedagogical value of AI-enhanced social media platforms in ESL writing instruction. The findings offered practical recommendations for educators, curriculum developers, and policymakers to effectively integrate AI-supported social media into language classrooms and to promote learners' writing proficiency, engagement, and autonomous learning.