Artificial Intelligence as a Writing Coach: Impacts on BS English Students

Abstract

This study examines the impact of AI writing tools like Grammarly and Wordtune on the output, quality, and originality of writing produced by BS English students. Adopting a mixed-methods approach, the research combines quantitative data collected through structured surveys with qualitative insights obtained from in-depth interviews grounded in Constructivist Learning Theory and TPACK. The survey responses were analyzed using statistical techniques, including descriptive statistics to identify trends and inferential analysis to assess correlations and significance. On the other hand, interview data underwent thematic analysis, which involved coding the transcripts to identify recurring themes, patterns, and unique perspectives related to AI writing tools' effectiveness. This dual-layered analysis provided a comprehensive understanding of the tools’ influence on students’ writing. The findings reveal that students largely perceive an improvement in their writing quality, particularly in grammar, style, and clarity. However, significant concerns were expressed about the risk of over-reliance on such tools and potential decrease in originality. The study underscores the importance of integrating AI writing tools thoughtfully into academic settings. It recommends balancing AI-assisted learning with traditional writing instruction to ensure holistic development. These findings are especially relevant for educators, policymakers, and developers seeking to optimize the role of AI in academic writing.