ENHANCING ESL WRITING SKILLS IN PAKISTAN: THE ROLE OF AI-DRIVEN COMPUTATIONAL MODELS

Abstract

English as a Second Language (ESL) learners require great deal of motivation to acquire a second language, they are, however, very likely to face numerous challenges. Nevertheless, combining AI and computational models has enormous potential for improving language acquisition. Such models allow Pakistani ESL learners to receive constant feedback on their written work, which subsequently helps them improve their academic writing skills. Due to their grammatical and writing skills in English, many of the students from Pakistan need help completing their English composition papers. This article considers how cognitive and computational models can be used to overcome these barriers and analyzes their prospects for  practical implementation in Pakistan. We focus on the problem of redundant phrasing, inappropriate use of prepositions, and choosing the wrong words. We also suggest computer programs that help classroom teachers reduce their workload while maximizing their students' performance.