Research on AI Application in English Writing Instruction

Research Article
Open access

Research on AI Application in English Writing Instruction

Wan Wang 1*
  • 1 School of Education, University of Reading, Reading, UK    
  • *corresponding author wanwangedu@outlook.com
LNEP Vol.94
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-80590-111-2
ISBN (Online): 978-1-80590-112-9

Abstract

With the enhancement of AI technology and the emergence of numerous AI tools that can assist in English writing, traditional English teaching methods have experienced both challenges and opportunities. This study analyzed the positive impacts and existing problems of AI-based English writing teaching. Through analysis of the findings of the empirical studies, conclusions are drawn on the following aspects. First, AI-based English writing teaching has a positive impact on personalized writing feedback, vocabulary and grammar enhancement, and improvement in writing capabilities. Nevertheless, problems such as over-reliance, feedback inaccuracy, misguidance, and cultural and linguistic limitations are seen in AI-based English writing teaching. Therefore, this study argues that AI tools can be integrated into student writing grading to reduce stress on teachers and, more importantly, provide in-depth and timely feedback that helps expand students' knowledge of the topic and write more effectively, correct their grammatical mistakes, and provide vocabulary choices. Moreover, suggesting students use prompts can aid them in generating ideas and writing, which accelerates innovation and creativity. By contrast, solutions to the declining critical thinking and over-reliance of students require a supervision mechanism to guide students to use AI tools correctly. Meanwhile, promoting the optimization of AI technology by professionals to improve the accuracy and reliability of feedback is significant. Lastly, cultural and linguistic barriers needed to be diminished by localization strategies and multilingual support.

Keywords:

Artificial Intelligence, English Writing Instruction, Writing Pedagogy

Wang,W. (2025). Research on AI Application in English Writing Instruction. Lecture Notes in Education Psychology and Public Media,94,56-61.
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References

[1]. Bal, M., & Öztürk, E. (2025). The Potential of Deep Learning in Improving K‐12 Students' Writing Skills: A Systematic Review. British Educational Research Journal.

[2]. Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as Artificial Intelligence-Based Generative Multimedia for English Writing Pedagogy: Challenges and Opportunities from an Educator's Perspective. The International Journal of Information and Learning Technology, 41(5), 490-506

[3]. Shofiah, N., Putera, Z. F., & Solichah, N. (2023). Challenges and Opportunities in the Use of Artificial Intelligence in Education for Academic Writing: A Scoping Review. In Conference Psychology and Flourishing Humanity (PFH 2023). Atlantis Press, 174-193.

[4]. Escalante, J., Pack, A., & Barrett, A. (2023). AI-Generated Feedback on Writing: Insights into Efficacy and ENL Student Preference. International Journal of Educational Technology in Higher Education, 20(1).

[5]. Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-Supported Approach to Peer Feedback on University EFL Students' Feedback Quality and Writing Ability. The Internet and Higher Education, 63, 100962.

[6]. Bodaubekov, A., Agaidarova, S., Zhussipbek, T., Gaipov, D., & Balta, N. (2025). Leveraging AI to Enhance Writing Skills of Senior TFL Students in Kazakhstan: A Case Study Using "Write & Improve". Contemporary Educational Technology, 17(1), ep548.

[7]. Sullivan, M., Kelly, A., & McLaughlin, P. (2023). ChatGPT in Higher Education: Considerations for Academic Integrity and Student Learning.

[8]. Chang, Q., & Chow, Z. (2024). The Potential and Implications of AI-Generated Feedback for Primary School Composition Writing. ASEAN Journal of Applied Languages, 3, 17-43.

[9]. Li, L. (2024). Empowering College English Writing Instruction With ChatGPT: Integration OF Teacher-AI-Student Framework and POA. Trends in Social Sciences and Humanities Research, 48.

[10]. Seo, J. Y. (2024). Exploring the Educational Potential of ChatGPT: AI-Assisted Narrative Writing for EFL College Students. Language Teaching Research Quarterly, 43, 1-21.

[11]. Emerson, N. (2024). AI-enhanced collaborative story writing in the EFL classroom. Technology in Language Teaching & Learning, 6(3), 1764-1764.

[12]. Ho, C. C. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3), 33-54.

[13]. Fokides, E., & Peristeraki, E. (2025). Comparing ChatGPT's Correction and Feedback Comments with those of Educators in the Context of Primary Students' Short Essays Written in English and Greek. Education and Information Technologies, 30(2), 2577-2621.

[14]. Wang, C., Aguilar, S. J., Bankard, J. S., Bui, E., & Nye, B. (2024). Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment. Education Sciences, 14(9).

[15]. Murgayah, M., Anadan Nair, H. N., & Md Yunus, M. (2025). AI-Driven Vocabulary Enhancement: Transforming Writing Skills for Secondary Students using ChatGPT. Progress in Computers and Learning, 2(1), 12-28.

[16]. Cheng, C. H. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3).

[17]. Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224

[18]. Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025). Secondary School English Teachers' Application of Artificial Intelligence-Guided Chatbot in the Provision of Feedback on Student Writing: An Activity Theory Perspective. Journal of Second Language Writing, 67, 101179.

[19]. Chan, S., Lo, N., & Wong, A. (2025). Leveraging Generative AI for Enhancing University-Level English Writing: Comparative Insights on Automated Feedback and Student Engagement. Cogent Education, 12(1), 2440182.


Cite this article

Wang,W. (2025). Research on AI Application in English Writing Instruction. Lecture Notes in Education Psychology and Public Media,94,56-61.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of ICEIPI 2025 Symposium: AI Am Ready: Artificial Intelligence as Pedagogical Scaffold

ISBN:978-1-80590-111-2(Print) / 978-1-80590-112-9(Online)
Editor:Kurt Buhring, Gregg S. Lloren
Conference date: 23 July 2025
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.94
ISSN:2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
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References

[1]. Bal, M., & Öztürk, E. (2025). The Potential of Deep Learning in Improving K‐12 Students' Writing Skills: A Systematic Review. British Educational Research Journal.

[2]. Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as Artificial Intelligence-Based Generative Multimedia for English Writing Pedagogy: Challenges and Opportunities from an Educator's Perspective. The International Journal of Information and Learning Technology, 41(5), 490-506

[3]. Shofiah, N., Putera, Z. F., & Solichah, N. (2023). Challenges and Opportunities in the Use of Artificial Intelligence in Education for Academic Writing: A Scoping Review. In Conference Psychology and Flourishing Humanity (PFH 2023). Atlantis Press, 174-193.

[4]. Escalante, J., Pack, A., & Barrett, A. (2023). AI-Generated Feedback on Writing: Insights into Efficacy and ENL Student Preference. International Journal of Educational Technology in Higher Education, 20(1).

[5]. Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-Supported Approach to Peer Feedback on University EFL Students' Feedback Quality and Writing Ability. The Internet and Higher Education, 63, 100962.

[6]. Bodaubekov, A., Agaidarova, S., Zhussipbek, T., Gaipov, D., & Balta, N. (2025). Leveraging AI to Enhance Writing Skills of Senior TFL Students in Kazakhstan: A Case Study Using "Write & Improve". Contemporary Educational Technology, 17(1), ep548.

[7]. Sullivan, M., Kelly, A., & McLaughlin, P. (2023). ChatGPT in Higher Education: Considerations for Academic Integrity and Student Learning.

[8]. Chang, Q., & Chow, Z. (2024). The Potential and Implications of AI-Generated Feedback for Primary School Composition Writing. ASEAN Journal of Applied Languages, 3, 17-43.

[9]. Li, L. (2024). Empowering College English Writing Instruction With ChatGPT: Integration OF Teacher-AI-Student Framework and POA. Trends in Social Sciences and Humanities Research, 48.

[10]. Seo, J. Y. (2024). Exploring the Educational Potential of ChatGPT: AI-Assisted Narrative Writing for EFL College Students. Language Teaching Research Quarterly, 43, 1-21.

[11]. Emerson, N. (2024). AI-enhanced collaborative story writing in the EFL classroom. Technology in Language Teaching & Learning, 6(3), 1764-1764.

[12]. Ho, C. C. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3), 33-54.

[13]. Fokides, E., & Peristeraki, E. (2025). Comparing ChatGPT's Correction and Feedback Comments with those of Educators in the Context of Primary Students' Short Essays Written in English and Greek. Education and Information Technologies, 30(2), 2577-2621.

[14]. Wang, C., Aguilar, S. J., Bankard, J. S., Bui, E., & Nye, B. (2024). Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment. Education Sciences, 14(9).

[15]. Murgayah, M., Anadan Nair, H. N., & Md Yunus, M. (2025). AI-Driven Vocabulary Enhancement: Transforming Writing Skills for Secondary Students using ChatGPT. Progress in Computers and Learning, 2(1), 12-28.

[16]. Cheng, C. H. (2024). Using AI-Generative Tools in Tertiary Education: Reflections on Their Effectiveness in Improving Tertiary Students' English Writing Abilities. Online Learning, 28(3).

[17]. Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224

[18]. Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025). Secondary School English Teachers' Application of Artificial Intelligence-Guided Chatbot in the Provision of Feedback on Student Writing: An Activity Theory Perspective. Journal of Second Language Writing, 67, 101179.

[19]. Chan, S., Lo, N., & Wong, A. (2025). Leveraging Generative AI for Enhancing University-Level English Writing: Comparative Insights on Automated Feedback and Student Engagement. Cogent Education, 12(1), 2440182.