Artificial intelligence tools: A double-edged sword for student writing in higher education

Abstract

Enthusiasm and apprehension often accompany the rise of new technologies like Artificial Intelligence (AI), which present risks and opportunities for individuals and communities. Using a mixed-method approach, this study investigated the potential impact of AI tools, specifically ChatGPT and Grammarly, on participants’ essay-writing skills. It specifically examined whether there is a significant difference between entry and exit writing performance when participants are assisted with AI tools in their writing activities, and the participants’ perceptions of the impact of AI tools on their writing skills. Purposively selected participants were those enrolled in the English Syntax course. While entry and exit mean scores (M = 76.2, SD = 5.4; M = 77.1, SD = 5.6, respectively) indicated minimal improvement with a p-value of 0.148, showing no statistically significant changes in writing performance, qualitative data revealed four themes on perceived Impacts of AI tools on Writing Skills: (1) Enhancement of writing skills, (2) Improvement in writing habits and confidence, (3) Loss of independent and critical thinking skills, and (4) Induction of confusion and frustration.  The findings imply that AI tools are a double-edged sword for student writing; thus, there’s a need for careful integration of AI in writing education to ensure it enhances, rather than replaces, human critical thinking. Further research is recommended to explore the long-term cognitive effects of AI on student writing development.