Artificial intelligence in EFL higher education: effects on academic performance and social competence

Abstract

Introduction – Artificial intelligence (AI) is increasingly integrated into higher education, yet empirical evidence regarding its impact on undergraduate English as a Foreign Language (EFL) learners remains limited, particularly concerning both cognitive and social outcomes. Methods – A quasi-experimental pre-test/post-test control group design was employed. Sixty undergraduate EFL students were assigned to either an AI-enhanced learning group or a conventional instruction group over a 12-week intervention. Academic performance was measured using a standardized EFL proficiency test, while social competence was assessed using an adapted Social Skills Inventory (SSI). Data were analyzed using paired-sample t-tests and ANCOVA. Results – The AI-enhanced group demonstrated statistically significant improvements in academic performance, with a 15.4% increase compared to 6.9% in the control group. However, differences in social competence gains between groups were not statistically significant. Discussion – Findings indicate that AI-supported instruction can enhance academic performance in undergraduate EFL contexts. Nonetheless, AI integration alone may be insufficient to produce measurable improvements in social competence, suggesting the need for complementary pedagogical strategies targeting interpersonal skill development.