FROM ASSISTANCE TO DEPENDENCE: THE IMPACT OF AI WRITING TOOLS ON ESL LEARNERS’ ACADEMIC WRITING SKILLS

Abstract

The rapid emergence of artificial intelligence (AI) in language education has significantly transformed the landscape of English as a Second Language (ESL) writing. This study investigates the impact of AI writing tools on ESL learners’ academic writing skills, with particular attention to the emerging tension between assistance and dependence. Employing a mixed-methods research design, the study integrates quantitative analysis of writing performance with qualitative insights derived from learner perceptions. Data were collected from ESL undergraduate students through writing tasks, questionnaires, and semi-structured interviews. The findings reveal that AI writing tools substantially improve learners’ grammatical accuracy, lexical choice, and overall textual coherence. However, qualitative results indicate an increasing tendency among learners to rely heavily on AI assistance, leading to reduced cognitive engagement and diminished confidence in independent writing. The study highlights a paradox in which AI simultaneously enhances surface-level writing performance while potentially undermining deeper cognitive and creative writing skills. Drawing on theories of cognitive offloading and learner autonomy, the research argues that AI should be positioned as a supportive pedagogical tool rather than a substitute for independent writing practice. The study contributes to ongoing discussions on technology-mediated language learning and offers implications for ESL pedagogy, curriculum design, and responsible AI integration in academic contexts