UNIVERSITY OF EL SALVADOR

WESTERN MULTIDISCIPLINARY CAMPUS

DEPARTMENT OF FOREIGN LANGUAGES

RESEARCH TITLE:
Advantages and Disadvantages of Integrating Artificial Intelligence in the Writing
Production of Composition I GT 3 students, at the Western Multidisciplinary Campus of
the University of El Salvador during Semester II, 2024

ASSIGNMENT:
CHAPTER II: THEORETICAL FRAMEWORK

STUDENT’S NAME:
Chávez Méndez, Carlos Alexander
Monroy Martínez, Karla Graciela
Driotis Organista, Diana Elizabeth
Arana Aguilar, Christopher Néstor
Chacón Meléndez, Johana del Carmen
Gerson Adonay Sandoval Rodríguez

ADVISOR
Lic. Fernando Ademir Linares Coto
DATE OF DELIVERY
OCTOBER 4th 2024
 Chapter II: Theoretical Framework

1.1 Writing Skill

The ability to write clearly and logically requires good commands in grammar logic ideas

sequence and creativity. These further underline the need to evaluate the academic achievements

of students in writing classes and make them more efficient. For instance, educators can realize

through standard assessment that a student faces problems in the way of structuring an essay. As

Suastra and Menggo (2020) state, "Measuring and knowing students’ performance in writing

classes is a must in the process of teaching English" (p. 434). It allows teachers to give their

students feedback on how they can structure and join their thoughts clearly, not only having the

short-term benefit of helping students improve but also start taking a more active part in their

learning.

1.1.1 - Definition and relevance

Writing is the power to weave thoughts with words skillfully. This skill goes beyond

grammar and spelling to include the ability to make ideas coherent, clear, and impactful. Writing

is a fundamental skill that cuts across disciplines, from creating e-mails and lessons to authoring

academic works. Now students and educators alike must master writing in their daily lives.

According to Suastra and Menggo (2020), "writing skill has a vital role in English as a Foreign

Language (EFL) learning because it is needed in supporting the learners’ academic success" (p.

433).

Writing is an essential process, that adds to the learning within the education world. An

educator can write clear lesson plans, clear presentations, clear educational materials, etc.

Additionally, authors and poets make part of literary expression by writing, contributing to
culture and literature. Academic writing, essays, thesis, and articles must be excellent to generate

knowledge because it implies rigor and clarity. Clear and concise writing is also important when

communicating in professional settings (emails) because well-written messages can help avoid

misunderstandings and improve organization. Writing journals also allows individuals to think

and feel, highlighting the adaptability of writing across different platforms. "Measuring and

knowing students’ performance in writing classes is a must in the process of teaching English"

(Suastra & Menggo, 2020, p. 434).

1.1.2 - Importance in the academic context

Writing is a basic tool in academia. Almost all courses require that students demonstrate

their knowledge and comprehension by completing essays, research papers, exams, etc. Writing

in an academic tone encourages critical thought, develops research skills, and organizes ideas to

efficiently convey meaning. This means students can explore the faculty and find their academic

voices. Salazar Silva (2023) asserts that "writing is an essential educational tool, promoting

critical thinking, research skills, and the ability to articulate ideas, which allows students to fully

engage with subjects and discover their intellectual voice."

Written skills can help a student lift the academic bars. They could be beneficial when

students undergo professional challenges in the coming days. They develop the communication

skills that are in demand in the job market, and they develop competency in clearly and

persuasively articulating their ideas. This relationship between academic writing and

professional interaction reiterates the importance of writing instruction being embedded in the

curriculum. They allow them to develop the competencies that will be essential for them in their

studies and as professionals, starting from an emphasis on writing.

 1.1.3 - Different approaches to enhance the writing production

People need to embrace different ways of enriching their writing skills and learning

experience. Salazar Silva (2023) emphasizes that "writing requires consistent practice, where

students develop their skills over time, and the importance of feedback cannot be overstated, as it

helps identify weaknesses and suggests areas for improvement." Writing is a craft and like any

other process, it requires to be practiced every day. It is a consistent engagement of the writing

muscles in which you will hone your craft and find your voice.

Another essential for effective writing instruction is constructive feedback. The feedback

provided by teachers is crucial, as it allows students to recognize their skills and exceed their

expectations in writing different types of texts (Calvi del Risco de Helguero, 2019). Teachers and

peers contribute invaluable feedback that equips students with tools to help them acknowledge

their strengths as well as an awareness of what areas they need to work on. Similarly, exposure

to excellent writing also provides a model for learners and shows them how successful writers

work, the structures they use, the kinds of language that expert writers employ, etc. On the other

hand, analyzing an academic article that is well-written can show you how to construct

arguments effectively. For feedback to be truly effective, students must have the opportunity to

apply it in subsequent assignments, enabling them to reflect on their mistakes and improve their

performance in the future (Calvi del Risco de Helguero, 2019).

Planning and pre-writing are also essential. The pre-writing stage is crucial because it

enables students to structure their ideas before they begin drafting, using tools like outlines and

mind maps to organize their thoughts (Forero Hincapié, 2019). This is where the use of pre-

writing strategies comes into play such as outlining and mind mapping which aid students in

organizing what they want to write about before actually drafting. These techniques help develop
a more robust writing process and give students confidence while approaching their chores.

When taken together, these approaches can help to create a classroom space that supports the

cultivation of better writing. Employing pre-writing techniques not only streamlines the writing

process but also helps students feel more confident when tackling their writing assignments

(Forero Hincapié, 2019).

1.1.4 - Common barriers to effective writing

Writing is an essential part of the development process, countless students fall through

the cracks because of roadblocks that impede their ability to write. Navarro and Montes (2021)

note that "situated conceptions about writing influence attitudes and processes involved in higher

education writing; understanding them better can inform effective academic literacy initiatives"

(p. 181). Perhaps the most common obstacle is writer's block which can make even the most

confident scholarly scribe grind to a halt. It generally happens due to confusion about their ideas

or structure.

Not being confident is another common problem. This fear can turn into writing

insecurities and end up stalling productivity and inhibiting students from speaking confidently.

"The difficulties in students' learning are very common today, and they are attributed to various

causes, including organic and environmental factors of the student, which are sometimes not

detected by the teacher." (Escarraga & Hernández, 2018, p. 10). The challenges are compounded

when procrastination comes into play, students delay the assignment until the last second and

end up throwing away a piece with no TLC. Moreover, errors in grammar and spelling can divert

readers and create a lack of comprehension of the material, thus students must be accomplished

of these matters.
 Overcoming these barriers is essential to creating stimulating writing in an educational

setting. When we know what it is that's hard for students, we can institute targeted strategies to

meet those challenges and get their writing where it needs to be a surefire way to help them not

only succeed in school but also be stronger writers overall. "It is necessary for teachers, from the

classrooms, to know the difficulties that arise in reading and writing among children, as well as

the alternatives that can be used to solve these difficulties." (Escarraga & Hernández, 2018, p.

11).

2.1 Writing Production

Production in writing means the complete process of creating a write-up from ideation to

the final well-finished work. The writing process generally consists of several stages: prewriting

or brainstorming and organizing one's ideas; drafting an initial version; revising the content to

assure clarity and coherence; editing for grammar and style; and proofreading for any lingering

mechanical errors. This methodical approach ensures that the end product is concise, in a logical

flow and correctly disseminates the message. The production of writing is a very important and

effective means of communication. It reflects the capacity for analysis of the writer. In addition,

written production helps the development of thinking.

Writing production is one of the greatest human riches that exists, as it allows

communication to flow, both formally and informally. The process of writing is not easy; on the

contrary, it is very difficult. Many people think that it is just about taking a pencil and writing,

but it is not like that. Others believe that it is only a matter of having time and starting to write,

but that is not true either. Writing production is a very tedious process. When it comes to written

production, many steps come into play, but this does not mean that these steps must necessarily

be followed. The writer is free to express their thoughts as they wish. "Although no two writers’
processes are the same, all writers use some kind of process to organize their thinking and move

their writing from idea to draft to finished text" (Literacy Today, n.d.)

2.1.1 - Definition and context.

Writing naturally includes things like brainstorming, drafting, revising, and editing. "Its

basic purpose is to present information or transmit ideas as efficiently and economically as

possible" (Johnson, 2016, p. 3). It covers the mechanics of writing (grammar, punctuation, style)

as well as ideation and organization. Writing effectively is like any craft; it takes time to perfect

it and have a clear idea of who you are writing for, and why. Writing is fundamental in

educational settings, as it not only allows students to express their ideas and demonstrate

comprehension but also fosters critical analyses of content.

Sometimes when attempting to write, words and ideas just do not come out. This

is very common. This means you are trying to get it just right the first time. That is, you

are trying to generate ideas and evaluate ideas at the same time. (Johnson, 2016, p.8).

Strong writing is necessary for academic performance as well as in demonstrating good

communicative abilities at both personal and professional levels, according to research. The

nature of writing has changed with the rise of digital media, and students must adjust their

writing skills to different genres including blogs, reports, and social media.

2.1.2 - Importance in higher education

Many factors make writing production in higher education important. To begin with,

it encourages critical and analytical thinking as students must structure their thoughts, defend

what they believe, and consider what the information they interact with means. "When students
have the opportunity to learn writing production and practice through carefully scaffolded

activities, they become better at understanding what they read, expressing themselves orally, and

thinking critically" (Hochman & Wexler, 2017, p. 3)

Writing can also help in honing communication skills — a bare necessity in all fields,

be it academic or professional world. The way to describe ideas coherently is a skill needed in

any profession. Written production is of utmost importance in higher education, Since it is a way

where students to challenge themselves because writing requires precision and clarity, so

students work on their critical thinking. According to Hochman and Wexler (2017)

When we write, we don't have visual cues to draw on, and we often don't know

exactly who the audience is. We need to express ourselves with far more precision and

clarity, anticipating the facts and details a reader will require to grasp our meaning. We

also need to rely on words and punctuation rather than intonation and pauses to indicate

nuances in meanings (p. 9).

Writing also encourages research and self-study, usually meaning that students need

to do some digging, cross-reference data, and compile diverse streams of information. This helps

to build awareness and future wargaming skills as they continue in their years of study. Gere

(2019) emphasizes that "Writing is intended to help students cultivate a sense of authority over

the texts they produce and to support them as they position themselves as new members of

scholarly or professional communities " (p. 56).

In other words, writing is a powerful tool for writing more than to express ourselves;

students will lead through deep learning paths, which are both personal and professional.

2.1.3 - Factors influencing quality.

 It is imperative, however, to acknowledge that the writing production quality can

be influenced by many known factors when describing how capable a writer is in reflecting his/

her state of mind. These factors include the writer's knowledge of the subject and language as

well as his or her perception of the audience and purpose of writing. These aspects contribute to

the resolution, artistry, and skill of writing. Several factors can compromise the quality of written

production, such as: Familiarity with the Topic: Understanding and mastering what one is

writing about is fundamental to good writing." Writers should be clear why they are writing"

(Bailey, 2014, p. 24).

Grammar, spelling, style, and vocabulary are all basic in any language. A better use of

language will improve writing. According to Hyland (2015), all these elements are essential to

obtain a good product. "The first approach focuses on the products of writing by examining

texts, either through their formal surface elements, the vocabulary and grammar, or their

discourse structure" (p.18).

2.1.4 - Role of feedback in writing.

Feedback plays a critical role in the field of academic writing, as it not only improves

the quality of written production but also helps to develop language skills and communication

experiences. It is the feedback that can influence the writing process of students. Thanks to

feedback, the best forms and results are obtained, improving the problems that may appear. "The

impact of process ideas on writing instruction has been enormous, in both L1 and L2 classrooms,

with the adoption of a range of brainstorming, pre-writing, drafting, and feedback practices"

(Hyland, 2015, p.33).

 Feedback also improves academic performance: By identifying areas for improvement,

students can develop stronger writing skills, leading to better academic outcomes. Richardson

(2024) emphasizes that students need feedback when they write because it is the best way to

reinforce: "Students and their teachers may learn more from feedback on the writing process than

on the written product". Besides that, feedback is very effective for learning in writing

production because it promotes a growth mindset. Feedback plays a huge role because it means

using effort to increase learning. "Feedback that promotes a growth mindset (i.e., using effort to

increase learning and accepting that mistakes are an important part of the learning process) is

also effective" (Richardson, 2024)

3.1 Technology in Education

Information and communication technology (ICT) has been applied for 100 years in

education, ever since the popularization of radio in the 1920s. However, the use of digital

technology over the past 40 years has the most significant potential to transform education. The

education technology industry has emerged and focused, in turn, on the development and

distribution of education content, learning management systems, language applications,

augmented and virtual reality, personalized tutoring, and testing. According to the United

Nations Educational, Scientific, and Cultural Organization (UNESCO), most recently,

breakthroughs in artificial intelligence (AI), methods have increased the power of education

technology tools, leading to speculation that technology could even supplant human interaction

in education (UNESCO, 2023).

In the past 20 years, learners, educators, and institutions have widely adopted digital

technology tools. The number of students in MOOCs increased from 0 in 2012 to at least 220
million in 2021. According to the United Nations Educational, Scientific, and Cultural

Organization (UNESCO), the language learning application Duolingo had 20 million daily active

users in 2023, and Wikipedia had 244 million page views per day in 2021 (UNESCO, 2023). The

2018 PISA found that 65% of 15-year-old students in OECD countries were in schools whose

principals agreed that teachers had the technical and pedagogical skills to integrate digital

devices into instruction and 54% in schools where an effective online learning support platform

was available; these shares are believed to have increased during the COVID-19 pandemic.

Globally, the percentage of internet users rose from 16% in 2005 to 66% in 2022. About 50% of

the world’s lower secondary schools were connected to the internet for pedagogical purposes in

2022.” (UNESCO,2023)

3.1.1 - AI in Education

Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its

integration into classrooms and workplaces is already underway, impacting and challenging

ideas about creativity, authorship, and education. In this groundbreaking and practical guide,

teachers will discover how to harness and manage AI as a powerful teaching tool. (Bowen &

Watson, 2024, P. 15) present emerging and powerful research on the seismic changes AI is

already creating in schools and the workplace, providing invaluable insights into what AI can

accomplish in the classroom and beyond. "Artificial intelligence applications, such as

Grammarly and various tutoring platforms, are used to facilitate writing learning by providing

focused and appropriate feedback, making it easier and more enjoyable to learn to write in

English" (Abdalkader, 2022, p. 50).

 By learning how to use new AI tools and resources, educators will gain the confidence to

navigate the challenges and seize the opportunities presented by AI. From interactive learning

techniques to advanced assignment and assessment strategies, this comprehensive guide offers

practical suggestions for integrating AI effectively into teaching and learning environments.

Bowen and Watson tackle crucial questions related to academic integrity, cheating, and other

emerging issues.

In the age of AI, critical thinking skills, information literacy, and liberal arts education

are more important than ever. “As AI continues to reshape the nature of work and human

thinking, educators can equip students with the skills they need to thrive in a rapidly evolving

world.” (Bowen & Watson, 2024, p. 21)

3.1.2 - Historical background of AI in education.

In the 1970s and 1980s, AI technologies started to find their way into classrooms. One

notable example is the development of intelligent tutoring systems (ITS), which aimed to provide

personalized instruction to students. According to Teachflow, (2023) ITS utilized AI algorithms

to adapt the learning materials and pace of instruction based on individual student performance,

allowing for a more tailored approach to learning.

Another significant development was the use of natural language processing (NLP) in

language learning applications. “With NLP, students could interact with computer programs

using natural language, enabling them to practice and improve their language skills in a more

immersive and interactive manner.”

3.1.3 - Current trends and tools.

 There is no questioning that the way people live, interact, communicate, and conduct

business is undergoing a profound, rapid change. According to the Informing Science Institute

(ISI), this change is often referred to as the “digital revolution,” which is the advancement of

technology from analog, electronic, and mechanical tools to the digital tools available today.

Moreover, technology has begun to change education, affecting how students acquire the skill

sets needed to prepare for college and a career and how educators integrate digital technological

instructional strategies to teach. (ISI, 2015) Numerous studies have been published discussing

the barriers to integrating technology, the estimated amount of investment needed to support

educational technology fully, and, of course, the effectiveness of technology in the classroom.

This article presents a critical review of the transitions that technology integration has

made over the years; the number of resources and funding that has been allocated to immerse

schools with technology; and the conflicting results presented on the effectiveness of using

technology in education. Through the synthesis of selected themes, we found a plethora of

technological instructional strategies being used to integrate technology into K-12 classrooms.

Also, though there have been large investments made to integrate technology into K-12

classrooms to equip students with the skills needed to prepare for college and a career, the

practical use of this investment has not been impressive. Lastly, several meta-analyses showed

promising results of the effectiveness of technology in the classroom. However, several inherent

methodological and study design issues dampen the amount of variance that technology accounts

for.

3.1.4 - Theoretical perspectives on AI integration.

 The Technology Acceptance Model (TAM) is arguably the most influential in the study

of what drives technology usage. It was initially proposed by David et al. (1998), to study the

intention of using technological innovation as a function of perceived usefulness and the

perceived ease of use of a technology. Since then, the model has seen various extensions.

Besides a variable for actual use, following from the intention to use, various extensions to the

TAM have led to its third version which spells out antecedents of the original main variables,

perceived usefulness, and perceived ease of use. These antecedents comprise, among others,

dispositional factors (subjective norms), experience and self-efficacy, and context factors (job

relevance and result demonstrability). Yet other variables are included in the Value-Based

Adoption Model, which has been derived from the TAM and is related to it. It focuses on

exogenous variables that capture user experience, such as enjoyment, to explain technology

adoption acceptance.

Delegation and automation acceptance “The extent to which individuals are ready to

delegate tasks to technological systems has been studied in the field of cognitive engineering

since the 1980s” (Lee & Kirlik, 2013). While this field is generally concerned with the human-

centered design of technologies and workplaces, it has particularly responded to advances in

information technology and automation. Largely dealing with settings in which humans and

automated systems work together to achieve certain goals, cognitive engineering has centered on

agency and different levels of automation (Ghazizadeh et al. 2012). While at least the factor of

task compatibility in automation is comparable to that of job relevance in the TAM, the focus on

agency and the role of trust in the technology itself (rather than the organization providing it)
differ. Accordingly, models of automation acceptance focus on trust in technology together with

antecedents of this trust, such as automation performance.

3.1.5 - Ethical considerations in AI usage.

“As the role of AI in education expands, the need for robust ethical guidelines becomes

increasingly imperative.” The development and adoption of clear ethical guidelines are essential

to ensure the responsible and equitable use of AI technologies in educational settings, according

to Floridi & Taddeo, (2016). These guidelines should address issues of data privacy, security,

bias mitigation, and transparency in algorithmic decision-making (P. 5). Establishing ethical

frameworks requires collaboration among educators, policymakers, technologists, and ethicists to

create comprehensive and globally applicable standards. Such guidelines should emphasize the

importance of informed consent, data ownership, and the continuous evaluation of AI systems to

identify and rectify biases. “Ongoing interdisciplinary discussions and stakeholder engagement

are vital to maintaining a balance between the potential benefits of AI in education and the

ethical considerations that safeguard the well-being and rights of students.” (Floridi & Taddeo,

2016, P. 5).

4.1 Empirical Studies on AI in Writing Education Studies on AI in Writing

Education

Analyze how it affects teaching and learning. They focus on how AI improves writing

skills, provides feedback, and personalizes the educational experience. Findings highlight both

advantages, such as increased engagement and efficiency, and challenges, including reliance on

technology and the need for critical thinking. According to the investigation of Aljuaid, H.
(2024), empirical studies on AI tools in academic writing instruction in higher education

highlight several key findings. AI tools are shown to improve writing quality by providing real-

time feedback on grammar and coherence while increasing student engagement by making

assignments more interactive. They offer personalized learning support, addressing individual

weaknesses. However, challenges exist in integrating these tools into curricula, including faculty

training needs. Student perceptions are mixed, with some valuing assistance and others

concerned about over-reliance on technology. While AI aids in basic writing skills, it may not

fully develop higher-order skills like critical thinking and argumentation. Overall, AI tools have

potential benefits but require careful implementation. (p.39)

Actually, educators and students have mixed feelings about AI tools for academic

writing. While they offer convenience, concerns about over-reliance, creativity, and critical

thinking persist. Balancing AI benefits with fostering independent thought and effective time

management remains a challenge. (Aljuaid, 2024, p. 40)

4.1.1 - Advantages and Disadvantages

The advantages and disadvantages of the use of artificial intelligence in writing

production have several advantages and disadvantages. On one hand, AI can generate content

quickly, save time, and help writers overcome creative blocks. It can also offer fresh ideas and

improve grammar. However, a disadvantage is that AI sometimes produces texts that lack depth

or originality and may not capture emotional nuances. Moreover, relying too much on

technology can limit human creativity and each writer's style. “The students have a positive

perspective about the possible benefits of artificial intelligence in education, such as improved

personal learning experiences, facilitated administrative tasks, and the ability to analyze too
much data. However, there are concerns about the possible negative effects of artificial

intelligence on traditional educational jobs, missing human relationships in classrooms, and the

level of control of artificial intelligence on students’ learning.” (Al-Tkhayneh, Alghazo, & Tahat,

2023, p. 115)

4.1.2 - Improvements in writing quality.

The researchers found and examined perceptions and practices related to AI tools for

enhancing the writing skills of learners. Participants showed a positive attitude toward using

these tools, predominantly for tasks like translation and grammar checking, improving the

writing quality. The analysis revealed no significant differences based on gender, and there was

no correlation between perceptions and actual usage. The findings underscore the need for

targeted training on AI tools to improve writing skills and suggest directions for future research

while noting that the limited sample size restricts the generalizability of the results. According to

Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024), The development of

writing skills, proficiency, and fluency in learners is essential for effective communication and

expressing thoughts and ideas. (p.4)

4.1.3 - Enhanced feedback mechanisms.

One of the most important points in terms of IA helping in the education environment,

and it’s one of the strongest points in the last subsection is grammar checking and translation

assistance. The researchers determined that the students also use it to detect grammar mistakes or

to know the meaning of the words, “The results of the study showed that the students have

positive perception toward utilizing artificial intelligence writing tools. Based on the results of
the analysis, the most used AI tools by the students are in translating words, phrases, and

sentences Participants also stated that they use AI writing tools to help them write paragraphs

and essays and AI writing tools to generate ideas to be used in writing” (Al-Raimi M, Mudhsh

BA, Al-Yafaei Y, Al-Maashani S., 2024, p.10) such as Google Translation, ChatGPT, and

DEELP. They also use AI tools to check for grammatical errors and check the spelling of words

such as Grammarly, QuillBot, Wordtune, Languagetool, etc.

4.1.4 - Increased engagement in writing tasks.

It is very common for intelligence to be used as a resource to assist in finding

grammatical errors, obtaining a different point of view, and offering personalized help, but it is

also possible to use it to obtain information and ideas to complete tasks, essays; however, AI in

writing tasks can have unethical uses that I will return to in later sections. Intelligence is mostly

used for brainstorming, finding the meaning of words or definitions, or failing that, checking

grammar errors.

A recent study by Nguyen et al. (2024) explored the collaboration patterns between

humans and AI in academic writing aided by AI. The research sheds light on how LLM-based AI

tools are incorporated into the writing process, emphasizing how these technologies enhance

human ability to improve productivity, creativity, and efficiency in academic tasks. (Nguyen, A.,

Kremantzis, M., Essien, A., Petrounias, I., & Hosseini, S, 2024, Generative AI (GenAI) and

(Multimodal-) Large Language Models (M-LLMs)

4.1.5 - Concerns about technology dependence.

 The dependence on technology, mainly focused on AI in students, can have a wide range

of pros and cons, including the lack of preparation on the part of students to solve real problems

without the help of AI, the lack of creativity to have ideas or problem-solving, in short, the

growing dependence on technology poses the risk of exacerbating educational inequalities and

potentially leaving students ill-prepared to function in a world that demands a balance between

digital and interpersonal skills. According to Abazi Chaushi, B., Ismaili, F., & Chaushi, A.

(2024). There is a concern about dependence on technology, with the risk of overreliance

potentially hindering the cultivation of a balanced skill set that encompasses both digital

proficiency and interpersonal abilities. Striking a balance between the advantages and ethical

considerations is crucial for the responsible and effective integration of AI in education. (p.54)

4.1.6 - Issues of originality and plagiarism.

One of the biggest problems in terms of the use of AI in academic contexts, specifically

writing, is without a doubt the clear deficiency or gap it creates in detecting plagiarism or lack of

originality in academic texts. There is certainly no viable source currently that can be used to

reliably detect whether there is plagiarism in academic texts, assignments, research, etc.

However, it is possible to detect plagiarism or originality through verification through questions

to verify mastery of the subject or in the exam itself. “Artificial Intelligence in academic writing

also raises ethical issues. AI-generated content is elusive and may breach intellectual property

rights, making plagiarism detection difficult. There are also concerns that AI technology may

hinder critical thinking and originality in Doctoral dissertation writing’’ (Alston et al., 2022;

Nazari et al., 2021, p.32).

 4.1.7 - Impact on critical thinking skills.

The impact on critical thinking is usually not immediate in some students, since students

must face situations in which they must face the real world or problems that require the use of

their skills directly, then this is when students, not being able to use AI to brainstorm, analyze,

synthesize, self-correct grammatical errors, in addition to emphasizing critical thinking, to think

for themselves, generate an opinion or tasks more related to writing such as creating essays for

example, is when they have problems doing all of the aforementioned related to basic writing

skills. (Aljuaid, H. (2024, p.26).

Academic writing requires many important skills such as synthesizing information,

constructing arguments, and following academic standards, which AI may not completely

replicate, “Although AI can assist with tasks like grammar correction, plagiarism checking, and

generating introductory content, it falls short in developing the in-depth understanding and

analytical abilities that academic writing courses strive to achieve. These courses focus on

creative thinking, persuasive argumentation, and precise referencing-key elements of academic

writing that AI tools do not possess.” (Aljuaid, H. ,2024, p. 42)

5.1 Best Practices for AI Integration

As artificial intelligence (AI) becomes more prevalent in educational contexts, it is

crucial to explore effective ways to integrate these tools into writing education. AI offers

numerous tools that enhance both student learning and teaching efficiency. However, for these

tools to be effective, it is important to identify and implement best practices for AI integration in

the educational context. Effective integration requires a strategic approach that recognizes both

the strengths and limitations of AI, while also fostering student autonomy and critical thinking.
This section emphasizes the need for structured, thoughtful integration to maximize the benefits

of AI in writing education in particular. Firstly, AI has the capacity to enhance personalized

learning. One of the key advantages of AI is its ability to provide individualized feedback

tailored to the specific needs of each student. Unlike traditional methods, where feedback is often

generalized to a group of students due to time limitations.

AI can analyze each student's work in detail, offering suggestions that are unique to their

writing style and skill level. This personalized approach can significantly accelerate the learning

process, helping students improve their writing more quickly and effectively. By offering instant

feedback, AI also enables students to revise their work in real-time, fostering a more interactive

and dynamic learning environment. Additionally, AI can reduce the workload for educators by

automating routine tasks such as grammar correction, plagiarism detection, and content

assessment. This allows teachers to focus on higher-order concerns, such as helping students

develop their ideas, refine their arguments, and improve their critical thinking skills. As Darwin

et al. (2023) reinforced “Artificial Intelligence (AI) is increasingly seen as a powerful tool to

augment critical thinking skills, especially in educational settings”. (p. 4) Therefore, the

following sections explore the strategies for effective AI use, the balance between AI and critical

thinking, recommendations for educators, and examples of successful case studies in this field.

5.1.1 Strategies for Effective AI Use

Effective integration of AI in writing education requires a careful balance between

automation and human input. AI tools, such as Grammarly and Turnitin; these tools can help

students improve the technical aspects of their writing by identifying errors and offering

suggestions for improvement. For instance, Turnitin can detect plagiarism, encouraging students
to produce original content and develop academic integrity. On the other hand, Grammarly helps

students refine their grammar, sentence structure, and writing style, making their work more

polished and professional at the same time. However, for AI to be a beneficial tool rather than a

crutch, it is essential to use it as a supplement rather than a replacement for creativity or the

critical thinking process that is central to writing. AI tools should offer support only rather than

taking over the task entirely. For example, AI can perfectly help students edit and revise their

work at the end and with the final product of their work, but it should not be used at the

beginning or during the ideation and drafting stages, where creativity and original thought are

most crucial.

According to Ai-Chu Elisha Ding (2024), educators must implement AI tools as part of a

structured learning strategy. This involves using AI to enhance the revision process rather than

the initial stages of writing, where critical thinking and idea generation are most essential.

Furthermore, guided AI use can help students understand the reasoning behind certain grammar

and style suggestions rather than accepting them without comprehension AI tools should help

students learn from feedback rather than automate the process of generating text (Marzuki,

2023). As Hind Aljuaid (2024) points out, artificial intelligence can enhance academic writing,

but it is not expected to take the place of traditional courses anytime soon. (p. 26).

5.1.2 Balancing AI and Critical Thinking

One of the significant concerns surrounding AI in education is its potential to diminish

students’ critical thinking abilities. While AI tools offer quick solutions, relying solely on them

can limit students' ability to develop their problem-solving skills. To avoid this, educators must

ensure that students engage with the content actively and critically. Critical thinking involves
evaluating arguments and brainstorming ideas, and it requires a person to reflect on his/her

thought process those are tasks that AI cannot do. Therefore, it is important to balance AI use

with activities that promote independent thought and problem-solving.

In educational settings, critical thinking is vital as it encourages students to challenge

assumptions, reflect on their learning, and develop sound arguments. When students depend too

heavily on AI to correct their work, they may miss opportunities to learn from their mistakes or

question the feedback they receive. To mitigate this, educators should design assignments that

require students to engage with AI feedback critically. For example, students can be encouraged

to evaluate the suggestions from artificial intelligence tools rather than automatically accept AI-

generated corrections, therefore; they can decide whether to incorporate them based on their

understanding of the material or not. This process helps students develop ownership over their

writing and fosters a deeper connection to their work.

Incorporating reflective writing tasks can help students balance the use of AI with critical

thinking. Darwin et al., (2024). Emphasized the importance of developing tasks that require both

AI and student input. For example, AI can be used for grammar checks, but students should still

be encouraged to analyze their sentence structure and organization. This approach fosters deeper

engagement with the material and helps maintain a balance between technological assistance and

independent thought.

5.1.3 Recommendations for Educators

Educators play a crucial role in moderating how AI tools are used in the classroom. To

ensure AI is an effective addition to writing instruction, teachers need to provide clear guidelines

on its use. According to Innocent Chiawa (2023), students should be trained to view AI as a tool
for refinement rather than creation. One key recommendation is to introduce AI tools during the

revision stage, where students can benefit from the feedback without relying on technology to

generate content.

In addition to timing, educators should train students to use AI tools as part of broader

feedback. For instance, after receiving AI-generated feedback, students could participate in peer-

review sessions or engage in one-on-one discussions with their tutors to reinforce and provide

more personalized and accurate feedback. This approach allows students to compare and contrast

different types of feedback, gaining a better understanding of their writing strengths and areas for

improvement. It also ensures that students do not become overly dependent on AI for their

learning, as they still receive valuable insights from their instructors.

Furthermore, educators should implement a framework that encourages students to use

AI for feedback, rather than as a shortcut to bypass learning processes. Regular assignments that

require students to reflect on AI-generated suggestions can help reinforce this approach.

Teachers can also introduce peer-review sessions where AI feedback is discussed, encouraging

students to critically assess both their own and their peers’ writing. According to Lorraine

Bennett & Ali Abusalem (2024), this reflective approach ensures that “students maintain

ownership of their work while benefiting from AI’s enhancements” (p. 201).

5.1.4 Case Studies of Successful Implementations

Several case studies demonstrate the successful integration of AI into writing education.

In one example, Harvard University employed meta-analysis to review the empirical literature

and the integration of findings to examine the effects of ChatGPT on learning outcomes in higher
education. The results indicated that ChatGPT may have a significant positive effect on students’

learning outcomes in terms of learning achievement, motivation, and skills.

Despite the limitations, the findings of the study provide some direction and important

implications for educators in higher education. According to Marzuki (2023), the use of AI tools

in conjunction with instructor feedback resulted in improved writing outcomes and greater

student engagement. The key to success was not just the availability of AI tools, but the

structured approach to using them as part of a comprehensive feedback system.

Similarly, a study by Lee et al. (2024) at a South Korean university showed that students

using AI for drafting and revising their papers reported increased confidence in their writing

abilities. However, the study also noted that students benefited most when AI was used to

complement traditional feedback mechanisms rather than replace them. Chunpeng Zhai, Santoso

Wibowo & Lily D. Li (2024) also found that over-reliance on AI tools without proper guidance

could result in a decline in originality and creativity. These studies highlight the importance of

balancing AI with personalized feedback to enhance learning outcomes.

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