The effect of using an artificial intelligence application on academic writing skills of preschool teacher candidates

This study aims to investigate the effect of artificial intelligence (AI)-assisted writing tools on the academic writing skills of preschool teacher candidates. Employing a mixed methods design that includes both quantitative and qualitative approaches, the research involved two groups: an experimental group and a control group, with a total of 126 participants. The preschool teachers in the experimental group actively used an AI-based writing tool over a six-week period during academic text preparation. Quantitative data were collected through pre- and post-test assessment forms, while qualitative data were obtained via semi-structured interviews. The quantitative findings analyzed using SPSS revealed that the AI application significantly improved the participants' academic writing performance. Qualitative data indicated that participants found AI tools supportive during the writing process, particularly in enhancing error awareness and writing self-confidence. The study concludes that the conscious integration of AI-based tools into teacher education programs can enhance academic writing competencies. Additionally, the findings emphasize the importance of ethically and pedagogically grounded use of educational technologies.