The present study provides an experimental investigation into the effectiveness of AI- assisted tools (ChatGPT and Grammarly) in enhancing Iraqi EFL learners’ use of confusing adverbs. Adverbs represent a challenging aspect of English grammar that requires considerable practice, as even advanced learners may experience difficulties in using them appropriately. Recent advances in artificial intelligence, particularly AI language applications, have created new opportunities for enhancing language learning and improving grammatical competence. This study aims at examining the impact of AI applications on mastering confusing adverbs and to investigate the participants’ attitudes towards the use of “ChatGPT” and “Grammarly” in minimizing errors related to confusing adverbs. To achieve the aims of the study and verify its hypotheses, a total of 40 students from department of English language at the Open Educational College, Jebellah branch in Babylon province, were selected randomly. A between- subject design was employed, whereby the students are divided into two groups: a ChatGPT group and a Grammarly group. To collect data, the researcher designed a two-part test, the first part was intended to measure students’ recognition of confusing adverbs, while the second part assessed their production of the adverbs. The collected data were analyzed using (SPSS). The research paper has reached to some significant results, the most important of which is that the students demonstrated weakness in understanding confusing adverbs. However, the use of AI tools contributed to developing students’ grammatical performance. The results also reveal that students have positive attitudes towards both AI tools; nevertheless, participants expressed a stronger preference for ChatGPT than Grammarly in improving grammatical competence.
Keywords: AI-enhanced language learning, ChatGPT, confusing adverbs, grammarly
