Enhancing academic writing in English language education through generative AI integration
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Abstract
This research investigates the adoption of generative artificial intelligence (GenAI) tools as a means of enhancing academic writing instruction for university-level English as a foreign language (EFL) students, with a view to determining the impacts of these technologies on writing quality, learner motivation, and autonomy. Based on a mixed-methods methodology, the research compared pre- and post-test writing scores for students of AI-assisted versus traditional writing, with qualitative data from student reflection. Results indicated that the AI group performed significantly higher than the control group for vocabulary utilization, structural organization, as well as audience awareness. Qualitative results emphasized higher motivation levels and enjoyment, with some students demonstrating over-reliance on AI-generated text. These results concur with current literature regarding the affordances of AI to assist writing facility as well as i-rhetorical growth, but equally signal its associated risks regarding passive learning tendencies and loss of analytical thinking. This research concludes that while AI-powered GenAI writing tools can potentially augment academic writing instruction, they must be implemented with caution to ensure learner agency as well as independent writing development. Recommendations address guided execution, reflective practice, as well as ethical concerns to instructional design. This research advances knowledge of AI adoption in education through a balanced view of the teaching affordances as well as challenges of AI-facilitated writing for EFL students.
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