The Use of Generative AI Tools in English Academic Writing: Implications for Teaching and Learning

Abstract

The rapid emergence of generative artificial intelligence (AI) tools has significantly influenced academic writing practices in higher education. This study investigated the impact of generative AI tools on the quality of English academic writing and examined their implications for teaching and learning. A mixed-methods research design was employed, involving pre-test and post-test writing tasks, a structured questionnaire, and semi-structured interviews with university students and instructors. Quantitative findings revealed a statistically significant improvement in students’ writing performance after the guided use of generative AI tools, particularly in grammar, vocabulary, and organisational structure. Qualitative results indicated generally positive perceptions among students, who reported increased writing confidence and enhanced idea generation. However, concerns related to overreliance and academic integrity were also identified, particularly among instructors. The findings suggest that generative AI can serve as an effective instructional support tool when integrated within a structured pedagogical framework that emphasises ethical use and critical engagement. The study highlights the importance of AI literacy, balanced instructional design, and institutional guidelines to ensure that technological innovation supports rather than replaces independent academic writing skills.