THE USE OF ARTIFICIAL INTELLIGENCE TO IMPROVE ENGLISH WRITING SKILLS AMONG FIRST-YEAR UNIVERSITY STUDENTS: A DESCRIPTIVE QUALITATIVE STUDY OF STUDENTS’ CHALLENGES

Abstract

The rapid development of artificial intelligence (AI), particularly generative AI tools such as ChatGPT, has created new opportunities for English language learning and writing instruction. AI-based tools can provide immediate feedback, suggest vocabulary, correct grammatical errors, and assist students in organizing their ideas. However, the use of AI in English writing also presents several challenges, especially for first-year university students who are still developing basic academic writing skills. This study aimed to explore the challenges experienced by first-year university students when using artificial intelligence to support their English writing. A descriptive qualitative research design was employed. The participants were 20 first-year university students enrolled in an English language course. Data were collected through semi-structured interviews, classroom observations, students’ writing drafts, and reflective notes. The data were analyzed using thematic analysis involving data familiarization, coding, categorization, theme development, and interpretation. The simulated findings revealed five major challenges: difficulty formulating effective prompts, over-reliance on AI-generated sentences, difficulty evaluating the accuracy of AI suggestions, limited ability to distinguish between students’ own writing and AI-generated language, and concerns about academic integrity and originality. Students also reported difficulties related to vocabulary, grammar, and organizing ideas when they attempted to use AI independently. Despite these challenges, students perceived AI as useful when it was used as a supporting tool rather than as a replacement for their own writing process. The study suggests that AI-assisted writing instruction should be accompanied by explicit AI literacy, critical evaluation skills, writing-process instruction, and clear ethical guidelines. AI should function as a pedagogical assistant that supports students’ writing development rather than as a substitute for students’ cognitive and creative processes.