Revisiting EFL Writing Instruction in the Digital Era A Proposed Quasi-Experimental Protocol for Integrating Claude, ChatGPT, and Qwen in an Algerian University Writing Classroom

Abstract

The rapid diffusion of generative artificial intelligence (AI) tools, combined with Algeria's ongoing educational reforms, has renewed interest in how EFL writing is taught, practiced, and evaluated. This paper presents a research protocol investigating the pedagogical potential of three freely accessible generative AI tools (Claude, ChatGPT, and Qwen) in supporting EFL writing instruction at university level. The protocol proposes a quasi-experimental design in a control and in AI-mediated writing tasks assessed through a dedicated rubric and test. The paper formulates testable hypotheses on writing performance, learner autonomy, and retention, while foregrounding the ethical and academic-integrity safeguards required