Artificial Intelligence (AI) In English Language Education: A Case Study of Chat GPT in Academic Writing Support

Abstract

This study investigates the role of Artificial Intelligence (AI), with a specific focus on Chat Gpt, in enhancing academic writing within English language education. Recognizing that English as a Second/Foreign Language (ESL/EFL) learners often face challenges in grammar, vocabulary, and coherence, the research explores Chat Gpt’s potential as a writing assistant. Employing a mixed-methods case study, data were collected from undergraduate students through pre- and post-writing tasks, surveys, focus group discussions, teacher interviews, and document analysis of essays. Quantitative findings demonstrate significant improvements in grammatical accuracy, lexical diversity, and organizational coherence in post-test writing samples, while qualitative insights reveal that students perceive Chat Gpt as an effective tool for instant feedback, idea generation, and confidence building. Teachers acknowledge its usefulness in improving draft quality but express concerns regarding plagiarism, over-reliance, and diminished critical engagement. Document analysis further indicates that although AI enhances linguistic features, some outputs reflect generic patterns lacking originality. The study concludes that Chat Gpt serves best as a supplementary tool, offering personalized support where classroom feedback is limited, yet it should not replace teacher guidance or independent critical thinking. The findings emphasize the importance of AI literacy, ethical guidelines, and blended learning strategies to ensure responsible and meaningful integration of Chat Gpt into academic writing instruction. This research contributes to the growing body of scholarship on AI in education by providing empirical evidence of its opportunities and challenges, highlighting the need for balanced adoption that promotes both technological innovation and academic integrity.