Navigating AI-Assisted English Writing: Balancing Technological Support and Learner Autonomy

The increasing integration of artificial intelligence (AI) in English writing instruction has introduced both opportunities and challenges for language learners. AI-powered writing tools offer substantial benefits, including enhanced grammatical accuracy, improved sentence structure, and refined textual coherence. However, concerns persist regarding the potential over-reliance on AI, which may impede students’ ability to develop independent writing skills and critical thinking. This study employs a one-group pretest-posttest experimental design to systematically investigate the impact of AI-assisted writing on university-level English learners. Participants completed a pretest without AI support, followed by a posttest after incorporating AI tools into their writing process. In addition to analyzing changes in writing performance, this study examines students’ AI usage patterns and perceptions of AI’s role in their writing development. The findings indicate that AI assistance significantly enhances linguistic accuracy and textual fluency. However, a subset of participants demonstrated a tendency to over-rely on AI-generated suggestions, which, in some cases, diminished originality and self-revision capacity. To mitigate these risks, this study proposes a pedagogical framework emphasizing structured AI integration, including independent drafting prior to AI intervention, the development of critical evaluation skills for AI-generated feedback, and the regulation of AI’s involvement in the writing process. These insights contribute to the ongoing discourse on AI in language education, offering practical implications for educators seeking to leverage AI while fostering learner autonomy and cognitive engagement in writing instruction.